Organization: Pearson Education
Product Name: Elevate Science Florida Edition Course 2
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-ed045a4f-8059-3f8e-97c9-6039cb67f178
Timestamp:  Tuesday, January 22, 2019 12:15 PM EST
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Recognize what is tested in a simple experiment (dependent variable). - SC.7.N.1.Su.b
Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. - SC.7.N.3.1
Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? - SC.7.N.1.Su.c
Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. - SC.7.L.15.2
Recognize that science includes different areas, such as life science, earth and space science, and physical science. - SC.7.N.1.Su.d
Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. - SC.7.L.15.1
Identify the benefits and limitations of the use of scientific models. - SC.7.N.3.2
Recognize that scientific knowledge is based on evidence and observations. - SC.7.N.1.Su.e
Recognize that electrical devices need energy to work. - SC.7.P.11.Pa.b
Identify that scientific knowledge is based on a large body of evidence and observations. - SC.7.N.1.In.e
Energy is involved in all physical processes and is a unifying concept in many areas of science. - SC.7.P.10.A
Energy exists in many forms and has the ability to do work or cause a change. - SC.7.P.10.B
Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. - SC.7.N.1.In.d
Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. - SC.7.N.1.Su.a
Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? - SC.7.N.1.In.c
Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. - SC.7.N.1.In.b
Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. - SC.7.N.1.In.a
Identify an example of a change in scientific knowledge based on new evidence or new interpretations. - SC.7.N.2.In.a
Identify fossils as parts of animals and plants that are no longer alive. - SC.7.L.15.Su.a
Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. - SC.7.L.15.Su.b
Recognize that some plants and animals no longer exist (are extinct). - SC.7.L.15.Su.c
Recognize an example of a change in scientific knowledge based on new evidence. - SC.7.N.2.Su.a
Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. - SC.7.L.16.C
Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. - SC.7.L.16.B
Explain extinction and give examples. - SC.7.L.15.In.c
Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. - SC.7.L.15.In.b
Recognize that fossils help people learn about living things that lived a very long time ago. - SC.7.L.15.In.a
Reproduction is characteristic of living things and is essential for the survival of species. - SC.7.L.16.A
Recognize that a hot object can make a cold object warm when they touch. - SC.7.P.11.Pa.a
Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. - SC.7.E.6.4
Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. - SC.7.L.16.3
Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. - SC.7.E.6.5
Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. - SC.7.L.16.2
Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). - SC.7.E.6.2
Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. - SC.7.E.6.3
Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. - SC.7.L.16.4
Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. - SC.7.E.6.1
Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. - SC.7.N.2.1
Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. - SC.7.E.6.6
Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. - SC.7.E.6.7
Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. - SC.7.L.17.Su.a
Recognize how living things affect each other in their habitat (ecosystem). - SC.7.L.17.Su.b
Associate objects and activities with science. - SC.7.N.1.Pa.c
Scientific knowledge is durable and robust, but open to change. - SC.7.N.2.B
Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. - SC.7.N.2.A
Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. - SC.7.N.2.C
Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). - SC.7.L.17.In.a
Recognize that living things compete with each other to get the things they need to live in their local environment. - SC.7.L.17.In.c
Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). - SC.7.L.17.In.b
Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. - SC.7.N.1.Pa.a
Recognize observable changes in a simple experiment, such as plant growth. - SC.7.N.1.Pa.b
Identify how a lack of food, water, or shelter affects plants and animals in their habitats. - SC.7.L.17.Su.c
Natural Selection is a primary mechanism leading to change over time in organisms. - SC.7.L.15.C
Recognize that scientific theories and laws are supported by evidence. - SC.7.N.3.Su.a
Recognize a personal characteristic, such as hair color, that is different from the parents. - SC.7.L.15.Pa.b
Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. - SC.7.P.11.In.b
Recognize the ground as the outer surface (crust) of Earth. - SC.7.E.6.Pa.a
Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. - SC.7.P.11.In.c
Recognize a benefit of using a model to explain how things work. - SC.7.N.3.Su.b
Discriminate between surface features of ground on Earth, such as rocky/sandy, flat/hilly, rough/smooth, or solid/liquid. - SC.7.E.6.Pa.b
Recognize that ground on the Earth's surface changes over time. - SC.7.E.6.Pa.c
Identify that when heat is added or taken away, a temperature change occurs. - SC.7.P.11.In.a
Distinguish between clean and dirty water. - SC.7.E.6.Pa.d
The scientific theory of evolution is supported by multiple forms of evidence. - SC.7.L.15.B
The scientific theory of evolution is the organizing principle of life science. - SC.7.L.15.A
Identify that heat rises. - SC.7.P.11.Su.c
Identify a benefit of using a model to explain how things work. - SC.7.N.3.In.b
Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. - SC.7.L.15.3
Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. - SC.7.N.3.In.a
Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. - SC.7.N.1.1
Recognize what happens to the temperature when heat is added. - SC.7.P.11.Su.a
Recognize that energy can change forms, such as electricity produces light and heat in a lamp. - SC.7.P.11.Su.b
Recognize that living things can die. - SC.7.L.15.Pa.a
Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. - SC.7.N.1.7
Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. - SC.7.N.1.6
Recognize that humans eat vegetables and fruits (plants) and meat (animals). - SC.7.L.17.Pa.a
Recognize a mutual relationship between people and other living things. - SC.7.L.17.Pa.b
Recognize what happens when animals don't get food and water. - SC.7.L.17.Pa.c
Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. - SC.7.N.1.3
Differentiate replication (by others) from repetition (multiple trials). - SC.7.N.1.2
Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. - SC.7.N.1.5
Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. - SC.7.N.1.4
Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. - SC.7.N.1.A
Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. - SC.7.N.1.C
The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' - SC.7.N.1.B
Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. - SC.7.N.1.D
Recognize that people use science to solve problems. - SC.7.N.3.Pa.a
Recognize a model of a common activity. - SC.7.N.3.Pa.b
Recognize that the surface of Earth is called the crust. - SC.7.E.6.Su.a
Recognize that fossils are remains or imprints of living things from long ago. - SC.7.E.6.Su.c
Recognize that mountains change size and shape over a long period of time. - SC.7.E.6.Su.b
Recognize that polluting the air and water can harm Earth. - SC.7.E.6.Su.e
Recognize common products, such as medicine, developed through science. - SC.7.L.16.Pa.c
Recognize the effects of earthquakes and volcanoes. - SC.7.E.6.Su.d
Recognize that children are born from two parents. - SC.7.L.16.Pa.b
Recognize a characteristic passed from parents to self, such as eye color. - SC.7.L.16.Pa.a
Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. - SC.7.E.6.In.b
Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. - SC.7.E.6.In.a
Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. - SC.7.P.11.3
Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. - SC.7.E.6.In.d
Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. - SC.7.P.11.4
Demonstrate how older rock layers are deposited at the bottom before younger layers (Law of Superposition). - SC.7.E.6.In.c
Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. - SC.7.E.6.In.e
Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. - SC.7.P.11.1
Investigate and describe the transformation of energy from one form to another. - SC.7.P.11.2
Light waves can travel through a vacuum and through matter. - SC.7.P.11.C
Recognize that light can be reflected or absorbed. - SC.7.P.10.In.b
Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. - SC.7.P.10.Su.a
The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. - SC.7.P.11.D
Identify that white (visible) light has many colors, such as when viewed with a prism. - SC.7.P.10.In.a
Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. - SC.7.L.16.1
Recognize that offspring have similar characteristics to parents. - SC.7.L.16.Su.a
Recognize that sound and light travel. - SC.7.P.10.Su.c
Identify that light and sound travel in wave patterns. - SC.7.P.10.In.c
Recognize that light can be reflected. - SC.7.P.10.Su.b
Recognize that science (biotechnology) has been used to develop new products for use in daily life. - SC.7.L.16.Su.c
Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. - SC.7.L.16.Su.b
Recognize information related to science. - SC.7.N.2.Pa.a
Waves involve a transfer of energy without a transfer of matter. - SC.7.P.11.A
Water and sound waves transfer energy through a material. - SC.7.P.11.B
Both human activities and natural events can have major impacts on the environment. - SC.7.L.17.B
Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. - SC.7.L.17.A
Energy flows from the sun through producers to consumers. - SC.7.L.17.C
Explain that offspring receive half their genes from each parent in sexual reproduction. - SC.7.L.16.In.c
Recognize that science processes (biotechnology) have been used to develop new foods and medicines. - SC.7.L.16.In.d
Recognize primary colors of a rainbow. - SC.7.P.10.Pa.a
Recognize reflections of objects. - SC.7.P.10.Pa.b
Match light and sound to their sources. - SC.7.P.10.Pa.c
Explain that some characteristics are passed from parent to child (inherited). - SC.7.L.16.In.a
Recognize that it is possible to predict whether a person is likely to inherit a particular trait from parents. - SC.7.L.16.In.b
Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. - SC.7.L.17.2
Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. - SC.7.L.17.1
Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. - SC.7.P.10.1
Observe and explain that light can be reflected, refracted, and/or absorbed. - SC.7.P.10.2
Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. - SC.7.L.17.3
Recognize that light waves, sound waves, and other waves move at different speeds in different materials. - SC.7.P.10.3


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Title: Pearson Elevate Science Florida Edition Course 2


         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Elevate Science Florida Edition Course 2 Student Digital Book

         Topic 1: Thermal Energy

            Topic Launch: Thermal Energy

               eText: Thermal Energy

               Editable Readiness Test: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Readiness Test: Thermal Energy
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Remediation Summary: Thermal Energy

               uConnect Lab: How Cold Is the Water?

               Quest Kickoff: Keep Hot Liquids Hot
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Checklist: Keep Hot Liquids Hot
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Rubric: Keep Hot Liquids Hot
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

            Lesson 1: Thermal Energy, Heat, and Temperature

               Connect

                  Class Discussion: Warming Your Hands

               Investigate

                  eText: Thermal Energy, Heat, and Temperature

                  Interactivity: Flow of Thermal Energy
                    Curriculum Standards: Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that a hot object can make a cold object warm when they touch. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Virtual Lab: Choosing a Snack Food

                  Video: Thermal Energy, Heat, and Temperature

                  uInvestigate Lab: Temperature and Thermal Energy

               Synthesize

                  Interactivity: A Rising Thermometer
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Enrichment: Distributing Heat
                    Curriculum Standards: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quiz Review: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Editable Quiz: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quiz: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

            Lesson 2: Heat Transfer

               Connect

                  Write: Cooler and Warmer
                    Curriculum Standards: Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Investigate

                  eText: Heat Transfer

                  Interactivity: Methods of Thermal Energy Transfer

                  Interactivity: Solar Oven Design

                  Worksheet: Solar Oven Design

                  Video: Heat Transfer

                  uInvestigate Lab: Visualizing Convection Currents
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize information related to science. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  eText: uEngineer It!: Shockwave to the Future

                  uEngineer It! Video: Shockwave to the Future
                    Curriculum Standards: Recognize common products, such as medicine, developed through science. 

                  Career Video: Firefighter

                  eText: Case Study: Earth Power
                    Curriculum Standards: Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               Synthesize

                  Interactivity: Heat and Reheat
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Energy exists in many forms and has the ability to do work or cause a change. 

                  Quest Check-In eText: Contain the Heat
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Quest Check-In Interactivity: Contain the Heat
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Enrichment: Drinks on Ice
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize information related to science. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quiz Review: Heat Transfer
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Editable Quiz: Heat Transfer
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Quiz: Heat Transfer
                    Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Identify that heat rises. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

            Lesson 3: Heat and Materials

               Connect

                  Poll: Too Hot to Handle
                    Curriculum Standards: Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

               Investigate

                  eText: Heat and Materials

                  Interactivity: A Day at the Beach
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that a hot object can make a cold object warm when they touch. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that electrical devices need energy to work. 

                  Video: Heat and Materials

                  uInvestigate Lab: Comparing How Liquids Cool
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Synthesize

                  Interactivity: Matter and Heat Transfer
                    Curriculum Standards: Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Energy exists in many forms and has the ability to do work or cause a change. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. 

                  Quest Check-In eText: Heat and Materials
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Heat In
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Cold Out
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Enrichment: Probing the Sun
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

                  Quiz Review: Heat and Materials
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

                  Editable Quiz: Heat and Materials
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

                  Quiz: Heat and Materials
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. 

            Topic Close: Thermal Energy

               eText: Review and Assess: Thermal Energy
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               eText: Florida Benchmark Review: Thermal Energy
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               uDemonstrate Lab: Testing Thermal Conductivity
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               uDemonstrate Lab Do It Yourself: Testing Thermal Conductivity
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Findings eText: Reflect on Your Insulating Container
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Quest Findings: Reflect on Your Insulating Container
                 Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Main Ideas: Thermal Energy
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Editable Test: Thermal Energy
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Test: Thermal Energy
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

         Topic 2: Waves and Electromagnetic Radiation

            Topic Launch: Waves and Electromagnetic Radiation

               eText: Waves and Electromagnetic Radiation

               Editable Readiness Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy is involved in all physical processes and is a unifying concept in many areas of science. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. 

               Readiness Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy is involved in all physical processes and is a unifying concept in many areas of science. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. 

               Remediation Summary: Waves and Electromagnetic Radiation
                 Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy is involved in all physical processes and is a unifying concept in many areas of science. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Energy is involved in all physical processes and is a unifying concept in many areas of science. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. 

               uConnect Lab: What Are Waves?
                 Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Quest Kickoff: Design to Stop a Thief
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Energy exists in many forms and has the ability to do work or cause a change. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that sound and light travel. 

               Quest Checklist: Design to Stop a Thief
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Quest Rubric: Design to Stop a Thief
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

            Lesson 1: Wave Properties

               Connect

                  Poll: Reactive Ripples
                    Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. 

               Investigate

                  eText: Wave Properties
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize that light can be reflected or absorbed. Light waves can travel through a vacuum and through matter. 

                  Interactivity: Modeling Waves
                    Curriculum Standards: Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Interactivity: Making Waves
                    Curriculum Standards: Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Worksheet: Making Waves
                    Curriculum Standards: Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Video: Wave Properties
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize that light can be reflected or absorbed. Light waves can travel through a vacuum and through matter. 

                  uInvestigate Lab: Waves and Their Characteristics
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  eText: Case Study: Sound and Light at the Ballpark

               Synthesize

                  Interactivity: Describe the Properties of Waves
                    Curriculum Standards: Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Quest Check-In eText: Light Behavior
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Quest Check-In Interactivity: Light Behavior
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Enrichment: Measuring Ocean Waves
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize that sound and light travel. 

                  Quiz Review: Wave Properties
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Editable Quiz: Wave Properties
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize that sound and light travel. 

                  Quiz: Wave Properties
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize that sound and light travel. 

            Lesson 2: Wave Interactions

               Connect

                  Inquiry Warm-Up Lab: Follow the Bouncing Ball
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Investigate

                  eText: Wave Interactions
                    Curriculum Standards: Recognize that light can be reflected. Recognize reflections of objects. 

                  Interactivity: Model Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Virtual Lab: Colors of the Sky
                    Curriculum Standards: Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. 

                  Video: Wave Interactions
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize reflections of objects. 

                  uInvestigate Lab: Standing Waves and Wave Interference
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  eText: uEngineer It!:  Impact on Society: Say "Cheese!"
                  eText: uEngineer It!: Impact on Society: Say "Cheese!"This links to this topic's uEngineer It! in the student eText.
                    Curriculum Standards: Scientific knowledge is durable and robust, but open to change. Scientific knowledge is durable and robust, but open to change. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Recognize an example of a change in scientific knowledge based on new evidence. 

                  uEngineer It! Video: Say "Cheese!"
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

               Synthesize

                  Interactivity: Use Models to Describe Wave Behavior
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Quest Check-In eText: Virtual Optics
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize that light can be reflected. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize reflections of objects. Recognize that light can be reflected or absorbed. 

                  Quest Check-In Interactivity: Virtual Optics
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light can be reflected. Recognize reflections of objects. Recognize that light can be reflected or absorbed. 

                  Worksheet: Virtual Optics
                    Curriculum Standards: Recognize that light can be reflected. Recognize reflections of objects. Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize that light can be reflected or absorbed. Light waves can travel through a vacuum and through matter. 

                  Enrichment: Mapping With Sonar
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

                  Quiz Review: Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

                  Editable Quiz: Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

                  Quiz: Wave Interactions
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

            Lesson 3: Electromagnetic Waves

               Connect

                  Class Discussion: White Light
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Investigate

                  eText: Electromagnetic Waves
                    Curriculum Standards: Recognize that light can be reflected. Recognize reflections of objects. Observe and explain that light can be reflected, refracted, and/or absorbed. Recognize that light can be reflected or absorbed. Light waves can travel through a vacuum and through matter. 

                  Interactivity: Build an Electromagnetic Wave
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Identify that white (visible) light has many colors, such as when viewed with a prism. Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. Recognize primary colors of a rainbow. Recognize that sound and light travel. 

                  Interactivity: Models of Light
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Recognize that light can be reflected. Recognize reflections of objects. Recognize that light can be reflected or absorbed. 

                  Worksheet: Models of Light
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. 

                  Video: Electromagnetic Waves

                  uInvestigate Lab: Build a Wave
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  eText: Career Feature: Lighting Designer: Lights! Camera! Action!

                  Career Video: Lighting Designer
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Synthesize

                  Interactivity: Describe Electromagnetic Waves
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Identify that white (visible) light has many colors, such as when viewed with a prism. Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. Recognize primary colors of a rainbow. Recognize that sound and light travel. 

                  Quest Check-In Interactivity: Optical Demonstration
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Quest Check-In eText: An Optimal Optical Solution
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. 

                  Quest Check-In Lab: An Optimal Optical Solution
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. 

                  Enrichment: Space Radiation
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Identify that white (visible) light has many colors, such as when viewed with a prism. Recognize that white (visible) light contains many colors, such as viewed with a prism or rainbow. Recognize primary colors of a rainbow. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Quiz Review: Electromagnetic Waves
                    Curriculum Standards: Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Editable Quiz: Electromagnetic Waves
                    Curriculum Standards: Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

                  Quiz: Electromagnetic Waves
                    Curriculum Standards: Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Recognize that sound and light travel. Light waves can travel through a vacuum and through matter. 

            Topic Close: Waves and Electromagnetic Radiation

               eText: Review and Assess:  Waves and Electromagnetic Radiation
               eText: Review and Assess: Waves and Electromagnetic RadiationThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

               eText: Florida Benchmark Review: Waves and Electromagnetic Radiation
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

               uDemonstrate Lab: Making Waves
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               uDemonstrate Lab Do It Yourself: Making Waves
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Quest Findings eText: Reflect on Your Demonstration
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Energy exists in many forms and has the ability to do work or cause a change. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that sound and light travel. 

               Quest Findings: Reflect on Your Demonstration
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Recognize that one form of energy can change to other forms of energy, such as solar panels change light into electricity. Recognize that energy can change forms, such as electricity produces light and heat in a lamp. Recognize that electrical devices need energy to work. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Energy exists in many forms and has the ability to do work or cause a change. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that sound and light travel. 

               Main Ideas: Waves and Electromagnetic Radiation
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

               Editable Test:  Waves and Electromagnetic Radiation
               Editable Test: Waves and Electromagnetic RadiationThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

               Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify that scientific knowledge is based on a large body of evidence and observations. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. 

         Topic 3: Minerals and Rocks in the Geosphere

            Topic Launch: Minerals and Rocks in the Geosphere

               eText: Minerals and Rocks in the Geosphere

               Editable Readiness Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Readiness Test: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Remediation Summary: Minerals and Rocks in the Geosphere
                 Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               uConnect Lab: Build a Model of Earth
                 Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize information related to science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Quest Kickoff: Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Quest Checklist: Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Quest Rubric: Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

            Lesson 1: Earth's Interior

               Connect

                  Class Discussion: A Wrapped-Up Mystery

               Investigate

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

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

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

                  Worksheet: Earth's Layers

                  Video: Earth's Interior

                  uInvestigate Lab: Heat and Motion in a Liquid

                  eText: uEngineer It!: Defining the Problem: Examining Earth's Interior From Space

                  uEngineer It! Interactivity: Designing Satellites
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Career Video: Product Developer

               Synthesize

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

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

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

                  Enrichment: How Deep Can We Go?
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quiz Review: Earth's Interior
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Editable Quiz: Earth's Interior
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quiz: Earth's Interior
                    Curriculum Standards: Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

            Lesson 2: Minerals and Rocks

               Connect

                  Poll: A Curious Word
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Investigate

                  eText: Minerals and Rocks

                  Interactivity: So Many, Many Minerals
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Interactivity: Don't Take it for Granite
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Video: Minerals and Rocks

                  uInvestigate Lab: A Sequined Rock
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Synthesize

                  Interactivity: Is There a Geologist in the House?
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In eText: Minerals and Rocks
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In Interactivity: Rocky Business
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In Lab: Make Your Own Stalactites and Stalagmites
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize information related to science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Enrichment: Geology of the Appalachians
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Quiz Review: Minerals and Rocks
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Editable Quiz: Minerals and Rocks
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Quiz: Minerals and Rocks
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

            Lesson 3: Cycling of Rocks

               Connect

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

               Investigate

                  eText: Cycling of Rocks

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

                  Interactivity: Rock Cycle

                  Worksheet: Rock Cycle

                  Virtual Lab: Rocks and Minerals: The Story of Earth
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Video: Cycling of Rocks

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

                  eText: Case Study: Mighty Mauna Loa

               Synthesize

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

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

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

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

               Demonstrate

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

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

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

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

            Topic Close: Minerals and Rocks in the Geosphere

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

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

               uDemonstrate Lab: The Rock Cycle in Action
                 Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize information related to science. 

               uDemonstrate Lab Do It Yourself: The Rock Cycle in Action
                 Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize information related to science. 

               Quest Findings eText: Reflect on Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

               Quest Findings: Reflect on Science in the Movies
                 Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

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

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

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

         Topic 4: Plate Tectonics

            Topic Launch: Plate Tectonics

               eText: Plate Tectonics

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

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

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

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

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

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

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

            Lesson 1: Evidence of Plate Motions

               Connect

                  Write: Puzzling Puzzles

               Investigate

                  eText: Evidence of Plate Motions

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

                  Video: Ocean Ridges and Trenches

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

               Synthesize

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

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

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

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

               Demonstrate

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

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

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

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

            Lesson 2: Plate Tectonics and Earth's Surface

               Connect

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

               Investigate

                  eText: Plate Tectonics and Earth's Surface

                  Interactivity: By No Fault of Their Own

                  Interactivity: Relative Plate Motion

                  Worksheet: Relative Plate Motion

                  Video: Tectonic Plates Boundary Types

                  uInvestigate Lab: Plate Interactions

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

               Synthesize

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

                  Quest Check-In eText: Mount Rainier's Threat

                  Quest Check-In Interactivity: Mount Rainier's Threat

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

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. 

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

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

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

            Lesson 3: Earthquakes and Volcanoes

               Connect

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

               Investigate

                  eText: Earthquakes and Volcanoes

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

                  Interactivity: Locating an Earthquake

                  Worksheet: Locating an Earthquake

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

                  Video: Ring of Fire

                  uInvestigate Lab: Analyze Earthquake Data to Identify Patterns

                  eText: uEngineer It!: Sustainable Design: Designing to Prevent Destruction

                  uEngineer It! Video: Designing to Prevent Destruction

                  Career Video: Volcanologist
                    Curriculum Standards: Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               Synthesize

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

                  Quest Check-In eText: Monitoring a Volcano

                  Quest Check-In Interactivity: Monitoring a Volcano

                  Quest Check-In Lab: Signs of Eruption?

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

               Demonstrate

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

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

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

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

            Topic Close: Plate Tectonics

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

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

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

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

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

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

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

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

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

         Topic 5: History of Earth

            Topic Launch: History of Earth

               eText: History of Earth

               Editable Readiness Test: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

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

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

               uConnect Lab:  Dividing History
               uConnect Lab: Dividing HistoryThis lab investigation gives students the opportunity to use the timeline of a person's life as a model of Earth's history.
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

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

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

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

            Lesson 1: Determining Ages of Rocks

               Connect

                  Inquiry Warm-Up Lab: Rock Pancakes

               Investigate

                  eText: Determining Ages of Rocks

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

                  Interactivity: Radiometric Dating

                  Worksheet: Radiometric Dating

                  uInvestigate Lab: The Story in Rocks
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Recognize the effects of earthquakes and volcanoes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Video: Determining Ages of Rocks

                  eText: Case Study: Rewriting the History of Your Food

               Synthesize

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

                  Quest Check-In eText: Determining Ages of Rocks
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Quest Check-In Interactivity: Clues in the Rock Layers
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

                  Quest Check-In Interactivity: Fossils Around the World
                    Curriculum Standards: Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Explain extinction and give examples. Recognize that some plants and animals no longer exist (are extinct). 

                  Enrichment: Rocks of the Grand Canyon
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz Review: Determining Ages of Rocks
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Editable Quiz: Determining Ages of Rocks
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz: Determining Ages of Rocks
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

            Lesson 2: Geologic Time Scale

               Connect

                  Class Discussion: Clues to the Past

               Investigate

                  eText: Geologic Time Scale

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

                  Interactivity: A Very Grand Canyon
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. 

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

                  Video: Geologic Time Scale

                  eText: uEngineer It!: Defining the Problem: Tiny Fossil, Big Accuracy

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

               Synthesize

                  Interactivity: Going Away
                    Curriculum Standards: Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Explain extinction and give examples. Recognize that some plants and animals no longer exist (are extinct). 

                  Quest Check-In eText: A Matter of Time
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Quest Check-In Lab: A Matter of Time
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  Enrichment: How Old Are Grand Canyon Rocks?
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz Review: Geologic Time Scale
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Editable Quiz: Geologic Time Scale
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz: Geologic Time Scale
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

            Lesson 3: Major Events in Earth's History

               Connect

                  Write: Identify Evidence
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Investigate

                  eText: Major Events in Earth's History
                    Curriculum Standards: Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

                  Interactivity: Observation and Deduction
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. 

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

                  Video: Major Events in Earth's History

                  Career Video: Paleontologist
                    Curriculum Standards: Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

                  Virtual Lab: The Story in the Strata
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize the effects of earthquakes and volcanoes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Demonstrate how older rock layers are deposited at the bottom before younger layers (Law of Superposition). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. The scientific theory of evolution is supported by multiple forms of evidence. 

               Synthesize

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

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

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

                  Enrichment: Earth's Early Atmosphere
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz Review: Major Events in Earth's History
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Editable Quiz: Major Events in Earth's History
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz: Major Events in Earth's History
                    Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The scientific theory of evolution is supported by multiple forms of evidence. 

            Topic Close: History of Earth

               eText: Review and Assess:  History of Earth
               eText: Review and Assess: History of EarthThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The scientific theory of evolution is supported by multiple forms of evidence. 

               eText: Florida Benchmark Review: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The scientific theory of evolution is supported by multiple forms of evidence. 

               uDemonstrate Lab: Core Sampling Through Time
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

               uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

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

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

               Main Ideas: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The scientific theory of evolution is supported by multiple forms of evidence. 

               Editable Test:  History of Earth
               Editable Test: History of EarthThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The scientific theory of evolution is supported by multiple forms of evidence. 

               Test: History of Earth
                 Curriculum Standards: Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The scientific theory of evolution is supported by multiple forms of evidence. 

         Topic 6: Human Impacts on the Environment

            Topic Launch: Human Impacts on the Environment

               eText: Human Impacts on the Environment

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

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

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

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

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

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

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

            Lesson 1: Air Pollution

               Connect

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

               Investigate

                  eText: Air Pollution

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

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

                  Video: Air Pollution

               Synthesize

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

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

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

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

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

               Demonstrate

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

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

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

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

            Lesson 2: Impacts on Land

               Connect

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

               Investigate

                  eText: Impacts on Land

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

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

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

                  Video: Where Is Away?

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

               Synthesize

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

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

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

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

               Demonstrate

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

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

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

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

            Lesson 3: Water Pollution

               Connect

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

               Investigate

                  eText: Water Pollution

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

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

                  Interactivity: Wetland Restoration

                  Worksheet: Wetland Restoration

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

                  Video: Water Pollution

                  Career Video: Water Quality Specialist

                  eText: uEngineer It!: From Wastewater to Tap Water

                  uEngineer It! Video: Making Dirty Water Drinkable

               Synthesize

                  Interactivity: Research Water Pollution

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

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

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

               Demonstrate

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

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

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

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

            Topic Close: Human Impacts on the Environment

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

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

               uDemonstrate Lab: Washing Away
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

               uDemonstrate Lab Do It Yourself: Washing Away
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

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

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

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

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

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

         Topic 7: Reproduction and Genetics

            Topic Launch: Reproduction and Genetics

               eText: Reproduction and Genetics

               Editable Readiness Test: Reproduction and Genetics
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Reproduction is characteristic of living things and is essential for the survival of species. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

               Readiness Test: Reproduction and Genetics
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Reproduction is characteristic of living things and is essential for the survival of species. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

               Remediation Summary: Reproduction and Genetics
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Reproduction is characteristic of living things and is essential for the survival of species. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

               uConnect Lab: Making More
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. 

               Quest Kickoff: Funky Fruit
                 Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Quest Checklist: Funky Fruit
                 Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Quest Rubric: Funky Fruit
                 Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

            Lesson 1: Patterns of Reproduction

               Connect

                  Write: Your Physical Traits

               Investigate

                  eText: Patterns of Reproduction
                    Curriculum Standards: Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  Interactivity: Inheritance of Traits

                  Interactivity: Animal Reproduction

                  Worksheet: Animal Reproduction

                  Video: Patterns of Reproduction

                  uInvestigate Lab: Is It All in the Genes?

               Synthesize

                  Interactivity: Twin Studies

                  Enrichment: Organism Reproduction

               Demonstrate

                  eText: Lesson 1 Check

                  Quiz Review: Patterns of Reproduction
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

                  Editable Quiz: Patterns of Reproduction
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

                  Quiz: Patterns of Reproduction
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

            Lesson 2: Patterns of Inheritance

               Connect

                  Inquiry Warm-Up Lab: How Tall Is Tall
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

               Investigate

                  eText: Patterns of Inheritance

                  Interactivity: Making Copies
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. 

                  Video: Patterns of Inheritance

                  uInvestigate Lab: Observing Pistils and Stamens
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  eText: Case Study: Can You Predict Color-Blindness?

               Synthesize

                  Interactivity: Offspring Season
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that it is possible to predict whether a person is likely to inherit a particular trait from parents. 

                  Quest Check-In eText: An Apple Lesson
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

                  Quest Check-In Interactivity: An Apple Lesson
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

                  Enrichment: Probability and Genetics
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

                  Quiz Review: Patterns of Inheritance
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

                  Editable Quiz: Patterns of Inheritance
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

                  Quiz: Patterns of Inheritance
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

            Lesson 3: Chromosomes and Inheritance

               Connect

                  Write: It Runs in the Family
                    Curriculum Standards: Recognize a personal characteristic, such as hair color, that is different from the parents. Explain that some characteristics are passed from parent to child (inherited). Recognize that offspring have similar characteristics to parents. Recognize a characteristic passed from parents to self, such as eye color. 

               Investigate

                  eText: Chromosomes and Inheritance

                  Interactivity: Look Inside
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  Video: Chromosomes and Inheritance

                  Virtual Lab: Whose Offspring is This?
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that offspring have similar characteristics to parents. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  uInvestigate Lab: Chromosomes and Inheritance
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  eText: Career Feature:  Genetic Counselor
                  eText: Career Feature: Genetic CounselorThis links to this topic's Career Feature in the student eText.

                  Career Video: Genetic Counselor

               Synthesize

                  Interactivity: Colorful Chromosomes
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that offspring have similar characteristics to parents. Recognize a personal characteristic, such as hair color, that is different from the parents. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize a characteristic passed from parents to self, such as eye color. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain that some characteristics are passed from parent to child (inherited). Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  Quest Check-In eText: About Those Chromosomes
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that offspring have similar characteristics to parents. Recognize a personal characteristic, such as hair color, that is different from the parents. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize a characteristic passed from parents to self, such as eye color. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain that some characteristics are passed from parent to child (inherited). Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  Quest Check-In Interactivity: About Those Chromosomes
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that offspring have similar characteristics to parents. Recognize a personal characteristic, such as hair color, that is different from the parents. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize a characteristic passed from parents to self, such as eye color. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain that some characteristics are passed from parent to child (inherited). Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  Enrichment: Genetic Diseases
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Quiz Review: Chromosomes and Inheritance
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Editable Quiz: Chromosomes and Inheritance
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Quiz: Chromosomes and Inheritance
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

            Lesson 4: Genetic Coding and Protein Synthesis

               Connect

                  Class Discussion: Talking Code

               Investigate

                  eText: Genetic Coding and Protein Synthesis

                  Interactivity: The Role of DNA
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

                  Video: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  uInvestigate Lab: Modeling Protein Synthesis
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. 

                  eText: uEngineer It!: Impact on Society: Reinventing DNA as Data Storage

                  uEngineer It! Video: Reinventing DNA as Data Storage
                    Curriculum Standards: Recognize common products, such as medicine, developed through science. 

               Synthesize

                  Interactivity: Making Proteins
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  Quest Check-In eText: All in the Numbers
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  Quest Check-In Lab: All in the Numbers
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  Enrichment: How Cells Make Proteins
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz Review: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Editable Quiz: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

            Lesson 5: Genetic Technologies

               Connect

                  Poll: Modifying Foods
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Associate objects and activities with science. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Investigate

                  eText: Genetic Technologies

                  Interactivity: DNA Fingerprinting

                  Worksheet: DNA Fingerprinting

                  Video: Genetic Technologies

                  uInvestigate Lab:  Extraction in Action
                  uInvestigate Lab: Extraction in ActionThis uInvestigate Lab provides an opportunity for students to extract and observe DNA. The purpose of this lab is to demonstrate what can and cannot be learned from observation alone.
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. 

               Synthesize

                  Interactivity: Solving Problems with Genetics
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Associate objects and activities with science. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

                  Enrichment: Advances in Genetics
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz Review: Genetic Technologies
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Editable Quiz: Genetic Technologies
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz: Genetic Technologies
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

            Topic Close: Reproduction and Genetics

               eText: Review and Assess: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

               eText: Florida Benchmark Review: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

               uDemonstrate Lab: Make the Right Call!
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. 

               uDemonstrate Lab Do It Yourself: Make the Right Call!
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. 

               Quest Findings eText: Reflect on Funky Fruits
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Quest Findings: Reflect on Funky Fruits
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Main Ideas: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

               Editable Test: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

               Test: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that children are born from two parents. 

         Topic 8: Change Over Time

            Topic Launch: Change Over Time

               eText: Change Over Time

               Editable Readiness Test: Change Over Time
                 Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. 

               Readiness Test: Change Over Time
                 Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. 

               Remediation Summary: Change Over Time
                 Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. 

               uConnect Lab: Walking Whales?
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify a benefit of using a model to explain how things work. Recognize a benefit of using a model to explain how things work. Recognize a model of a common activity. 

               Handout: Walking Whales?
                 Curriculum Standards: Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify a benefit of using a model to explain how things work. Recognize a benefit of using a model to explain how things work. Recognize a model of a common activity. 

               Quest Kickoff: A Migration Puzzle
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Quest Checklist: A Migration Puzzle
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Quest Rubric: A Migration Puzzle
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

            Lesson 1: Early Study of Evolution

               Connect

                  Inquiry Warm-Up Lab: Flowery Traits, Seedy Variations
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Investigate

                  eText: Early Study of Evolution

                  Interactivity: Mystery on the Galapagos Islands
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Interactivity: Animal Feeding Adaptations

                  Worksheet: Animal Feeding Adaptations

                  Virtual Lab: Natural Selection in Butterfly Behavior
                    Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. 

                  Video: Early Study of Evolution

                  uInvestigate Lab: How Do Species Change Over Time?
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Synthesize

                  Interactivity: Adaptations and Variations
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Quest Check-In eText: Meet the Blackcaps
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Quest Check-In Interactivity: Meet the Blackcaps
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Enrichment: Variations Within Species
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

                  Quiz Review: Early Study of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

                  Editable Quiz: Early Study of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

                  Quiz: Early Study of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

            Lesson 2: Natural Selection

               Connect

                  Poll: Squirrel Color and Survival
                    Curriculum Standards: Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. 

               Investigate

                  eText: Natural Selection

                  Interactivity: Mice Selection on the Prairie
                    Curriculum Standards: Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. 

                  Video: Natural Selection

                  uInvestigate Lab:  Variation in a Population
                  uInvestigate Lab: Variation in a PopulationThis lab investigation allows students to observe variations in two types of plants and in their class population.
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  eText: uEngineer It!: Designing Solutions: Fossils from Bedrock

                  uEngineer It! Video: Fossils Out of Bedrock

               Synthesize

                  Interactivity: Lessons from the Potato Famine
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Enrichment: Caterpillar Camouflage
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

                  Quiz Review: Natural Selection
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

                  Editable Quiz: Natural Selection
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

                  Quiz: Natural Selection
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

            Lesson 3: The Process of Evolution

               Connect

                  Write: Frog Jump
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Investigate

                  eText: The Process of Evolution

                  Interactivity: Mutations Aren't All That Bad
                    Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Video: The Process of Evolution

                  uInvestigate Lab: Adaptations of Birds
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

               Synthesize

                  Interactivity: Separated Species
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In eText: Evolution of the Blackcaps
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In Interactivity: Evolution of the Blackcaps
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Enrichment: Genetic Drift and Gene Flow

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

                  Quiz Review: The Process of Evolution
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

                  Editable Quiz: The Process of Evolution
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

                  Quiz: The Process of Evolution
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

            Lesson 4: Evidence in the Fossil Record

               Connect

                  Class Discussion: Choose the Right Organism

               Investigate

                  eText: Evidence in the Fossil Record
                    Curriculum Standards: Recognize that scientific theories and laws are supported by evidence. 

                  Interactivity: Along the Canyon Wall
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Interactivity: Legs, Arms, Wings, and Flippers
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Video: Evidence in the Fossil Record

                  uInvestigate Lab:  Finding Proof
                  uInvestigate Lab: Finding ProofThis uInvestigate lab allows students to model molds and casts and to compare fossils to the organisms that left them behind.
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Recognize that fossils help people learn about living things that lived a very long time ago. Recognize that fossils are remains or imprints of living things from long ago. Identify fossils as parts of animals and plants that are no longer alive. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize an example of a change in scientific knowledge based on new evidence. 

                  eText: Case Study: Could Dinosaurs Roar?

               Synthesize

                  Interactivity: Fossils Around the World
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Enrichment: The Horse Fossil Record
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz Review: Evidence in the Fossil Record
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Editable Quiz: Evidence in the Fossil Record
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz: Evidence in the Fossil Record
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

            Lesson 5: Other Evidence of Evolution

               Connect

                  Write: Technology Over Time
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Investigate

                  eText: Other Evidence of Evolution
                    Curriculum Standards: Recognize that scientific theories and laws are supported by evidence. 

                  Interactivity: Tiny Clues
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Interactivity: Species Adaptation

                  Worksheet: Species Adaptation

                  Video: Other Evidence of Evolution

                  uInvestigate Lab: Evidence of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Recognize an example of a change in scientific knowledge based on new evidence. Recognize that scientific theories and laws are supported by evidence. 

                  Handout: Evidence of Evolution

                  Career Video: Evolutionary Biologist
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Recognize that scientific knowledge is based on evidence and observations. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               Synthesize

                  Interactivity: Long Necks and Hoofed Feet
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In eText: Prepare Your Report
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In Interactivity: Prepare Your Report
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Enrichment: Evidence of Evolution in Proteins and DNA
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

                  Quiz Review: Other Evidence of Evolution
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

                  Editable Quiz: Other Evidence of Evolution
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

                  Quiz: Other Evidence of Evolution
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

            Topic Close: Change Over Time

               eText: Review and Assess: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               eText: Florida Benchmark Review: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               uDemonstrate Lab: A Bony Puzzle
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

               uDemonstrate Lab Do It Yourself: A Bony Puzzle
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

               Handout: A Bony Puzzle

               Quest Findings eText: Reflect on Blackcap Migration
                 Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Quest Findings: Reflect on Blackcap Migration
                 Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Main Ideas: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Editable Test: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Test: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Match light and sound to their sources. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

         Topic 9: Ecosystems and How They Change

            Topic Launch: Ecosystems and How They Change

               eText: Ecosystems and How They Change

               Editable Readiness Test: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Readiness Test: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Remediation Summary: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               uConnect Lab: How Communities Change
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize what happens when animals don't get food and water. 

               Quest Kickoff: Mystery at Pleasant Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

               Quest Checklist: Mystery at Pleasant Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

               Quest Rubric: Mystery at Pleasant Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

            Lesson 1: Living Things and the Environment

               Connect

                  Inquiry Warm-Up Lab: Lining Up the Neighborhood
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

               Investigate

                  eText: Living Things and the Environment
                    Curriculum Standards: Recognize that living things can die. Recognize what happens when animals don't get food and water. Identify how a lack of food, water, or shelter affects plants and animals in their habitats. Recognize that living things compete with each other to get the things they need to live in their local environment. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

                  Interactivity: There's No Place Like Home
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Interactivity: An Ecological Mystery
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that people use science to solve problems. 

                  Interactivity: Factors Affecting Growth
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify how a lack of food, water, or shelter affects plants and animals in their habitats. 

                  Worksheet: Factors Affecting Growth
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  uInvestigate Lab: Elbow Room
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Video: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  eText: Case Study: The Curious Case of the Florida Grasshopper Sparrow

               Synthesize

                  Lab: Modeling a Dam
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quest Check-In eText: Suspicious Activities
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quest Check-In Interactivity: Suspicious Activities
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Enrichment: Modeling Population Growth
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quiz Review: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Editable Quiz: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quiz: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

            Lesson 2: Energy Flow in Ecosystems

               Connect

                  Write: Food Sources
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that humans eat vegetables and fruits (plants) and meat (animals). Identify how a lack of food, water, or shelter affects plants and animals in their habitats. 

               Investigate

                  eText: Energy Flow in Ecosystems

                  Interactivity: Energy Roles and Flows
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that humans eat vegetables and fruits (plants) and meat (animals). Recognize that living things compete with each other to get the things they need to live in their local environment. 

                  Interactivity: Living Things in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that living things can die. 

                  Virtual Lab: Chesapeake Bay Ecosystem Crisis
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that people use science to solve problems. 

                  Video: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  uInvestigate Lab: Observing Decomposition
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. Recognize that living things can die. 

                  eText: uEngineer It!: Sustainable Design: Eating Oil
                    Curriculum Standards: Recognize that people use science to solve problems. 

                  uEngineer It! Interactivity: Cleaning an Oil Spill
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that people use science to solve problems. 

               Synthesize

                  Interactivity: A Changing Ecosystem
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In eText: Nutrients and Aquatic Organisms
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quest Check-In Interactivity: Nutrients and Aquatic Organisms
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Worksheet: Nutrients and Aquatic Organisms
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Enrichment: Building an Ocean Food Web
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Identify the benefits and limitations of the use of scientific models. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

                  Quiz Review: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Editable Quiz: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

                  Quiz: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

            Lesson 3: Interactions in Ecosystems

               Connect

                  Write: Competition in Daily Life
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Investigate

                  eText: Interactions in Ecosystems
                    Curriculum Standards: Recognize a mutual relationship between people and other living things. Recognize what happens when animals don't get food and water. 

                  Interactivity: Symbiotic Relationships
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Interactivity: Life on the Reef
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

                  Worksheet: Life on the Reef
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

                  Video: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  uInvestigate Lab: Competition and Predation
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Synthesize

                  Interactivity: Shared Interactions
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Quest Check-In eText: Matter and Energy in a Pond
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quest Check-In Interactivity: Matter and Energy in a Pond
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Worksheet: Matter and Energy in a Pond
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Enrichment: Analyzing Predator-Prey Interactions
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Quiz Review: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Editable Quiz: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Quiz: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

            Lesson 4: Dynamic and Resilient Ecosystems

               Connect

                  Class Discussion: Ecosystem Disruptions
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

               Investigate

                  eText: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Recognize a mutual relationship between people and other living things. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify a benefit of using a model to explain how things work. Recognize a benefit of using a model to explain how things work. Recognize a model of a common activity. Recognize what happens when animals don't get food and water. 

                  Interactivity: Succession in an Ecosystem
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify a benefit of using a model to explain how things work. Recognize a benefit of using a model to explain how things work. Recognize a model of a common activity. 

                  Video: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  eText: Career Feature: Field Biologist
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Recognize that scientific knowledge is based on evidence and observations. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

                  Career Video: Field Biologist: Marine Biology
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  uInvestigate Lab: Primary or Secondary
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Synthesize

                  Interactivity: A Butterfly Mystery
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Enrichment: Monitoring Succession After the Eruption of Krakatau
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Quiz Review: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Editable Quiz: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Quiz: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

            Topic Close:  Ecosystems and How They Change

               eText: Review and Assess:  Ecosystems and How They Change
               eText: Review and Assess: Ecosystems and How They ChangeThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               eText: Florida Benchmark Review: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               uDemonstrate Lab: Changes in an Ecosystem
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               uDemonstrate Lab Do It Yourself: Changes in an Ecosystem
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               uDemonstrate Lab Handout: Changes in an Ecosystem
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               Quest Findings eText: Reflections on a Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

               Quest Findings: Reflections on a Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

               Main Ideas: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Editable Test:  Ecosystems and How They Change
               Editable Test: Ecosystems and How They ChangeThis is a printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Test: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

         Engineering Design Notebook Course 2
           Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize information related to science. 

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            Labs

               Topic 1: Thermal Energy Labs

                  uConnect Lab: How Cold Is the Water?

                  uInvestigate Lab: Temperature and Thermal Energy

                  uInvestigate Lab: Visualizing Convection Currents
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize information related to science. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  uInvestigate Lab: Comparing How Liquids Cool
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Heat In
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  Quest Check-In Lab: Keep the Cold Out
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  uDemonstrate Lab: Testing Thermal Conductivity
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

                  uDemonstrate Lab Do It Yourself: Testing Thermal Conductivity
                    Curriculum Standards: Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. 

               Topic 2: Waves and Electromagnetic Radiation Labs

                  uConnect Lab: What Are Waves?
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  uInvestigate Lab: Waves and Their Characteristics
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Inquiry Warm-Up Lab: Follow the Bouncing Ball
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  uInvestigate Lab: Standing Waves and Wave Interference
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  uInvestigate Lab: Build a Wave
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  Quest Check-In Lab: An Optimal Optical Solution
                    Curriculum Standards: Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize information related to science. 

                  uDemonstrate Lab: Making Waves
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

                  uDemonstrate Lab Do It Yourself: Making Waves
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Differentiate replication (by others) from repetition (multiple trials). Differentiate replication (by others) from repetition (multiple trials). Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. 

               Topic 3: Minerals and Rocks in the Geosphere Labs

                  uConnect Lab: Build a Model of Earth
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize information related to science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  uInvestigate Lab: Heat and Motion in a Liquid

                  uInvestigate Lab: A Sequined Rock
                    Curriculum Standards: Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

                  Quest Check-In Lab: Make Your Own Stalactites and Stalagmites
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Recognize information related to science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. 

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

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

                  uDemonstrate Lab: The Rock Cycle in Action
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize information related to science. 

                  uDemonstrate Lab Do It Yourself: The Rock Cycle in Action
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Recognize information related to science. 

               Topic 4: Plate Tectonics Labs

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

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

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

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

                  uInvestigate Lab: Plate Interactions

                  uInvestigate Lab: Analyze Earthquake Data to Identify Patterns

                  Quest Check-In Lab: Signs of Eruption?

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

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

               Topic 5: History of Earth Labs

                  uConnect Lab:  Dividing History
                  uConnect Lab: Dividing HistoryThis lab investigation gives students the opportunity to use the timeline of a person's life as a model of Earth's history.
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Inquiry Warm-Up Lab: Rock Pancakes

                  uInvestigate Lab: The Story in Rocks
                    Curriculum Standards: Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Recognize the effects of earthquakes and volcanoes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

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

                  Quest Check-In Lab: A Matter of Time
                    Curriculum Standards: Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Recognize that fossils are remains or imprints of living things from long ago. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. 

                  uInvestigate Lab: Changes in the Water
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

                  uDemonstrate Lab: Core Sampling Through Time
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

                  uDemonstrate Lab Do It Yourself: Core Sampling Through Time
                    Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. The scientific theory of evolution is supported by multiple forms of evidence. 

               Topic 6: Human Impacts on the Environment Labs

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

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

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

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

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

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

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

                  uDemonstrate Lab: Washing Away
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

                  uDemonstrate Lab Do It Yourself: Washing Away
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

               Topic 7: Reproduction and Genetics Labs

                  uConnect Lab: Making More
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. 

                  uInvestigate Lab: Is It All in the Genes?

                  Inquiry Warm-Up Lab: How Tall Is Tall
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  uInvestigate Lab: Observing Pistils and Stamens
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  uInvestigate Lab: Chromosomes and Inheritance
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  uInvestigate Lab: Modeling Protein Synthesis
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. 

                  Quest Check-In Lab: All in the Numbers
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. 

                  uInvestigate Lab:  Extraction in Action
                  uInvestigate Lab: Extraction in ActionThis uInvestigate Lab provides an opportunity for students to extract and observe DNA. The purpose of this lab is to demonstrate what can and cannot be learned from observation alone.
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. 

                  uDemonstrate Lab: Make the Right Call!
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. 

                  uDemonstrate Lab Do It Yourself: Make the Right Call!
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. 

               Topic 8: Change Over Time Labs

                  uConnect Lab: Walking Whales?
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify a benefit of using a model to explain how things work. Recognize a benefit of using a model to explain how things work. Recognize a model of a common activity. 

                  Inquiry Warm-Up Lab: Flowery Traits, Seedy Variations
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  uInvestigate Lab: How Do Species Change Over Time?
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  uInvestigate Lab:  Variation in a Population
                  uInvestigate Lab: Variation in a PopulationThis lab investigation allows students to observe variations in two types of plants and in their class population.
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  uInvestigate Lab: Adaptations of Birds
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. 

                  uInvestigate Lab:  Finding Proof
                  uInvestigate Lab: Finding ProofThis uInvestigate lab allows students to model molds and casts and to compare fossils to the organisms that left them behind.
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Recognize that fossils help people learn about living things that lived a very long time ago. Recognize that fossils are remains or imprints of living things from long ago. Identify fossils as parts of animals and plants that are no longer alive. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize an example of a change in scientific knowledge based on new evidence. 

                  uInvestigate Lab: Evidence of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Recognize an example of a change in scientific knowledge based on new evidence. Recognize that scientific theories and laws are supported by evidence. 

                  uDemonstrate Lab: A Bony Puzzle
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  uDemonstrate Lab Do It Yourself: A Bony Puzzle
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

               Topic 9: Ecosystems and How They Change Labs

                  uConnect Lab: How Communities Change
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize what happens when animals don't get food and water. 

                  Inquiry Warm-Up Lab: Lining Up the Neighborhood
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

                  uInvestigate Lab: Elbow Room
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Lab: Modeling a Dam
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  uInvestigate Lab: Observing Decomposition
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. Recognize that living things can die. 

                  uInvestigate Lab: Competition and Predation
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  uInvestigate Lab: Primary or Secondary
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  uDemonstrate Lab: Changes in an Ecosystem
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

                  uDemonstrate Lab Do It Yourself: Changes in an Ecosystem
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

            STEM Invention Toolbox Activities

               littleBits Challenge Log Guided: Fahrenheit and Celsius Scales

               littleBits Challenge Log Open: Fahrenheit and Celsius Scales

               littleBits Challenge Log Guided: Exploring the Visible Spectrum of Light

               littleBits Challenge Log Open: Exploring the Visible Spectrum of Light

               littleBits Challenge Log Guided: Satellite Dish

               littleBits Challenge Log Open: Satellite Dish

               littleBits Challenge Log Guided: Earthquake Shake

               littleBits Challenge Log Open: Earthquake Shake

            Test-Taking Strategies

               Overview

               Anticipating the Answer

               Avoiding Careless Mistakes

               Eliminating Incorrect Answers

               Interpreting Bar Graphs

               Interpreting Data Tables

               Interpreting Diagrams

               Interpreting Experiments

               Interpreting Line Graphs

               Interpreting Tables

               Interpreting a Text Passage

               Make Logical Connections

               Narrowing the Choices

               Paying Attention to the Details

               Reading All the Answer Choices

               Sequencing Events

               Using Mathematical Formulas

               Watching for Qualifiers

            Note-Taking Strategies

            Reading Strategies Handbook

               Target Reading Skill: Relate Text and Visuals

               Target Reading Skill: Outline

               Target Reading Skill: Ask Questions

               Reading Strategy: Mark the Text

               Vocabulary Skill: Use Root Words

               Vocabulary Skill: Use Prefixes

               Vocabulary Skill: Use Suffixes

               Vocabulary Skill: Use Context Clues

               Vocabulary Skill: Learn New Words

               Target Reading Skill: Identify the Main Idea

               Target Reading Skill: Identify Supporting Details

               Reading Strategy: Take Notes

               Target Reading Skill: Compare and Contrast

               Target Reading Skill: Sequence

               Target Reading Skill: Relate Cause and Effect

               Target Reading Skill: Summarize

            Course Tests

               Editable Pre/Post Test
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. Recognize that sound and light travel. 

               Pre/Post Test
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Investigate and describe the transformation of energy from one form to another. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. Recognize that sound and light travel. 

               Editable End-of-Year Test
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Investigate and describe the transformation of energy from one form to another. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               End-of-Year Test
                 Curriculum Standards: Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Reproduction is characteristic of living things and is essential for the survival of species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Energy exists in many forms and has the ability to do work or cause a change. Energy exists in many forms and has the ability to do work or cause a change. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Investigate and describe the transformation of energy from one form to another. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that ground on the Earth's surface changes over time. Observe and explain that light can be reflected, refracted, and/or absorbed. Light waves can travel through a vacuum and through matter. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Editable Benchmark Test A
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Investigate and describe the transformation of energy from one form to another. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Recognize that sound and light travel. 

               Benchmark Test A
                 Curriculum Standards: The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. The Law of Conservation of Energy: Energy is conserved as it transfers from one object to another and from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Observe and explain that light can be reflected, refracted, and/or absorbed. Observe and explain that light can be reflected, refracted, and/or absorbed. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Light waves can travel through a vacuum and through matter. Identify that light and sound travel in wave patterns. Light waves can travel through a vacuum and through matter. Water and sound waves transfer energy through a material. Water and sound waves transfer energy through a material. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. Identify that when heat is added or taken away, a temperature change occurs. Recognize what happens to the temperature when heat is added. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. Waves involve a transfer of energy without a transfer of matter. Waves involve a transfer of energy without a transfer of matter. Investigate and describe the transformation of energy from one form to another. Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Recognize that light waves, sound waves, and other waves move at different speeds in different materials. Identify examples of the predictable movement of heat, such as hot air rises and heat transfers from hot to cold objects. Recognize that electrical devices need energy to work. Recognize that sound and light travel. 

               Editable Benchmark Test B
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. The scientific theory of evolution is supported by multiple forms of evidence. 

               Benchmark Test B
                 Curriculum Standards: Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Explain and give examples of how physical evidence supports scientific theories that Earth has evolved over geologic time due to natural processes. Identify the benefits and limitations of the use of scientific models. Identify the benefits and limitations of the use of scientific models. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Recognize that heat flow and movement of material within Earth causes earthquakes and volcanic eruptions, and creates mountains and ocean basins. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Recognize that humans have had an impact on Earth, such as polluting the air and water and expanding urban areas and road systems. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Match light and sound to their sources. Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth's surface. Recognize that mountains change size and shape over a long period of time. Identify current methods for measuring the age of Earth and its parts, including the law of superposition and radioactive dating. Identify physical evidence, such as fossils and sedimentary rock, which show how Earth has changed over a very long period of time. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. The scientific theory of evolution is supported by multiple forms of evidence. 

               Editable Benchmark Test C
                 Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize how living things affect each other in their habitat (ecosystem). Reproduction is characteristic of living things and is essential for the survival of species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Benchmark Test C
                 Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Energy flows from the sun through producers to consumers. Energy flows from the sun through producers to consumers. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Both human activities and natural events can have major impacts on the environment. Both human activities and natural events can have major impacts on the environment. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize how living things affect each other in their habitat (ecosystem). Reproduction is characteristic of living things and is essential for the survival of species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Florida Science Assessment Workbook: Course 2

         Spanish Resources

            Florida Elevar las ciencias Texto en línea del estudiante Curso 2

            Quest Kickoff Video: Keep Hot Liquids Hot (Spanish Captioned)

            Quest Kickoff Video: Design to Stop a Thief (Spanish Captioned)

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

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

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

            Quest Kickoff Video: Trash Backlash (Spanish Captioned)

            Quest Kickoff Video: Funky Fruit (Spanish Captioned)

            Quest Kickoff Video: A Migration Puzzle (Spanish Captioned)

            Quest Kickoff Video: Mystery at Pleasant Pond (Spanish captioned)

         Credits, Pearson Elevate Science Florida Edition Course 2

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              Intended Role: Instructor

            Teacher Support: Build a Wave
              Intended Role: Instructor

            Answer Key: Describe Electromagnetic Waves
              Intended Role: Instructor

            Teacher Support: Optical Demonstration
              Intended Role: Instructor

            Teacher Support: An Optimal Optical Solution
              Intended Role: Instructor

            Answer Key: Space Radiation
              Intended Role: Instructor

            Quiz Answer Key:  Electromagnetic Waves
            Quiz Answer Key: Electromagnetic Waves
              Intended Role: Instructor

            Teacher eText: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: DIY Making Waves
              Intended Role: Instructor

            Teacher Support: Reflect on Your Demonstration
              Intended Role: Instructor

            Test Answer Key: Waves and Electromagnetic Radiation
              Intended Role: Instructor

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

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

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

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

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

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

            Teacher Support: Science in the Movies
              Intended Role: Instructor

            Teacher eText: Earth's Interior
              Intended Role: Instructor

            Answer Key: Hot on the Inside
              Intended Role: Instructor

            Teacher Support: Earth's Layers
              Intended Role: Instructor

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

            Answer Key: Designing Satellites
              Intended Role: Instructor

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

            Teacher Support: The Deep Drill
              Intended Role: Instructor

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

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

            Teacher eText: Minerals and Rocks
              Intended Role: Instructor

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

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

            Teacher Support: A Sequined Rock
              Intended Role: Instructor

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

            Teacher Support: Rocky Business
              Intended Role: Instructor

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

            Answer Key: Geology of the Appalachians
              Intended Role: Instructor

            Quiz Answer Key: Minerals and Rocks
              Intended Role: Instructor

            Teacher eText: Cycling of Rocks
              Intended Role: Instructor

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

            Answer Key: Rocky Changes
              Intended Role: Instructor

            Teacher Support: Rock Cycle
              Intended Role: Instructor

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

            Teacher Support: Ages of Rocks
              Intended Role: Instructor

            Answer Key: Rocks on the Move
              Intended Role: Instructor

            Teacher Support: The Rock Cyclers
              Intended Role: Instructor

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

            Quiz Answer Key: Cycling of Rocks
              Intended Role: Instructor

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

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

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

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

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

            Teacher eText: Plate Tectonics
              Intended Role: Instructor

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

            PD Modeling Video: Plate Tectonics
              Intended Role: Instructor

            Letter Home: Plate Tectonics
              Intended Role: Instructor

            Readiness Test Answer Key: Plate Tectonics
              Intended Role: Instructor

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

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

            Teacher eText: Evidence of Plate Motions
              Intended Role: Instructor

            Answer Key: Puzzling Puzzles
              Intended Role: Instructor

            Answer Key: Land and Seafloor Patterns
              Intended Role: Instructor

            Teacher Support: Piecing Together a Supercontinent
              Intended Role: Instructor

            Answer Key: Slow and Steady
              Intended Role: Instructor

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

            Answer Key: Drifting Continents
              Intended Role: Instructor

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

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

            Teacher Support: Stressing Out!
              Intended Role: Instructor

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

            Teacher Support: Relative Plate Motion
              Intended Role: Instructor

            Teacher Support: Plate Interactions
              Intended Role: Instructor

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

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

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

            Teacher eText: Earthquakes and Volcanoes
              Intended Role: Instructor

            Answer Key: Landforms from Volcanic Activity
              Intended Role: Instructor

            Teacher Support: Locating an Earthquake
              Intended Role: Instructor

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

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

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

            Teacher Support: Monitoring a Volcano Answer Key
              Intended Role: Instructor

            Teacher Support: Signs of Eruption
              Intended Role: Instructor

            Answer Key: The San Andreas Fault
              Intended Role: Instructor

            Quiz Answer Key: Earthquakes and Volcanoes
              Intended Role: Instructor

            Teacher eText: Plate Tectonics
              Intended Role: Instructor

            Teacher Support: Modeling Sea Floor Spreading
              Intended Role: Instructor

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

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

            Test Answer Key: Plate Tectonics
              Intended Role: Instructor

            Teacher eText: History of Earth
              Intended Role: Instructor

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

            PD Modeling Video: History of Earth
              Intended Role: Instructor

            Letter Home: History of Earth
              Intended Role: Instructor

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

            Teacher Support: Dividing History
              Intended Role: Instructor

            Teacher Support: The Big Fossil Hunt
              Intended Role: Instructor

            Teacher eText: Determining Ages of Rocks
              Intended Role: Instructor

            Teacher Support: Rock Pancakes
              Intended Role: Instructor

            Answer Key: Oldest to Youngest
              Intended Role: Instructor

            Teacher Support: Radiometric Dating
              Intended Role: Instructor

            Teacher Support: The Story in Rocks
              Intended Role: Instructor

            Answer Key: Know Your Index Fossils
              Intended Role: Instructor

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

            Teacher Support: Fossils Around the World
              Intended Role: Instructor

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

            Quiz Answer Key:  Determining Ages of Rocks
            Quiz Answer Key: Determining Ages of Rocks
              Intended Role: Instructor

            Teacher eText: Geologic Time Scale
              Intended Role: Instructor

            Answer Key:  On the Clock
            Answer Key: On the Clock
              Intended Role: Instructor

            Answer Key: A Very Grand Canyon
              Intended Role: Instructor

            Teacher Support: Going Back in Time
              Intended Role: Instructor

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

            Answer Key: Going Away
              Intended Role: Instructor

            Teacher Support: A Matter of Time
              Intended Role: Instructor

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

            Quiz Answer Key: Geologic Time Scale
              Intended Role: Instructor

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

            Answer Key: Identify Evidence
              Intended Role: Instructor

            Answer Key: Observation and Deduction
              Intended Role: Instructor

            Teacher Support: Changes in the Water
              Intended Role: Instructor

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

            Answer Key: Big Changes
              Intended Role: Instructor

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

            Answer Key: Earth's Early Atmosphere
              Intended Role: Instructor

            Quiz Answer Key: Major Events in Earth's History
              Intended Role: Instructor

            Teacher eText: History of Earth
              Intended Role: Instructor

            Teacher Support: Core Sampling Through Time
              Intended Role: Instructor

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

            Teacher Support: Reflect on the Big Fossil Hunt
              Intended Role: Instructor

            Test Answer Key: History of Earth
              Intended Role: Instructor

            Teacher eText: Human Impacts on the Environment
              Intended Role: Instructor

            Quest Overview Teacher Support: Trash Backlash
              Intended Role: Instructor

            PD Modeling Video: Human Impacts on the Environment
              Intended Role: Instructor

            Letter Home: Human Impacts on the Environment
              Intended Role: Instructor

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

            Teacher Support: Finding a Solution for Your Pollution
              Intended Role: Instructor

            Teacher Support: Trash Backlash
              Intended Role: Instructor

            Teacher eText: Air Pollution
              Intended Role: Instructor

            Teacher Support: How Does the Scent Spread?
              Intended Role: Instructor

            Answer Key: Damage From the Skies
              Intended Role: Instructor

            Teacher Support: It's All in the Air
              Intended Role: Instructor

            Answer Key: Air Pollution Sources and Solutions
              Intended Role: Instructor

            Teacher Support: More Trash, Less Space
              Intended Role: Instructor

            Teacher Support: Trash vs. Water
              Intended Role: Instructor

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

            Quiz Answer Key:  Air Pollution
            Quiz Answer Key: Air Pollution
              Intended Role: Instructor

            Teacher eText: Impacts on Land
              Intended Role: Instructor

            Answer Key: Using Land
              Intended Role: Instructor

            Answer Key:  Farming Lessons
            Answer Key: Farming Lessons
              Intended Role: Instructor

            Teacher Support: Mining Matters
              Intended Role: Instructor

            Teacher Support: Electricity Usage
              Intended Role: Instructor

            Answer Key: Ride the Light Rail
              Intended Role: Instructor

            Teacher Support: Life of a Landfill
              Intended Role: Instructor

            Answer Key:  Fracking for Oil and Gas
            Answer Key: Fracking for Oil and Gas
              Intended Role: Instructor

            Quiz Answer Key: Impacts on Land
              Intended Role: Instructor

            Teacher eText: Water Pollution
              Intended Role: Instructor

            Answer Key: Water Cycle Interrupted
              Intended Role: Instructor

            Answer Key: Mutation Mystery
              Intended Role: Instructor

            Teacher Support: Wetland Restoration
              Intended Role: Instructor

            Teacher Support: Getting Clean
              Intended Role: Instructor

            Answer Key: Research Water Pollution
              Intended Role: Instructor

            Teacher Support: Reducing Waste
              Intended Role: Instructor

            Answer Key: Great Barrier Reef
              Intended Role: Instructor

            Quiz Answer Key: Water Pollution
              Intended Role: Instructor

            Teacher eText: Human Impacts on the Environment
              Intended Role: Instructor

            Teacher Support: Washing Away
              Intended Role: Instructor

            Teacher Support: DIY: Washing Away
              Intended Role: Instructor

            Teacher Support: Reflect on Trash Backlash
              Intended Role: Instructor

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

            Teacher eText: Reproduction and Genetics
              Intended Role: Instructor

            Quest Overview Teacher Support: Funky Fruit
              Intended Role: Instructor

            PD Modeling Video: Reproduction and Genetics
              Intended Role: Instructor

            Letter Home: Reproduction and Genetics
              Intended Role: Instructor

            Readiness Test Answer Key:  Reproduction and Genetics
            Readiness Test Answer Key: Reproduction and Genetics
              Intended Role: Instructor

            Teacher Support: Making More
              Intended Role: Instructor

            Teacher Support: Funky Fruit
              Intended Role: Instructor

            Teacher eText: Patterns of Reproduction
              Intended Role: Instructor

            Answer Key: Your Physical Traits
              Intended Role: Instructor

            Answer Key: Inheritance of Traits
              Intended Role: Instructor

            Teacher Support: Animal Reproduction
              Intended Role: Instructor

            Teacher Support: Is It All in the Genes?
              Intended Role: Instructor

            Answer Key: Twin Studies
              Intended Role: Instructor

            Answer Key: Organism Reproduction
              Intended Role: Instructor

            Quiz Answer Key: Patterns of Reproduction
              Intended Role: Instructor

            Teacher eText: Patterns of Inheritance
              Intended Role: Instructor

            Teacher Support: How Tall Is Tall
              Intended Role: Instructor

            Answer Key: Making Copies
              Intended Role: Instructor

            Teacher Support: Observing Pistils and Stamens
              Intended Role: Instructor

            Answer Key: Offspring Season
              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

            Teacher Support: Chromosomes and Inheritance
              Intended Role: Instructor

            Answer Key: Colorful Chromosomes
              Intended Role: Instructor

            Teacher Support: About Those Chromosomes
              Intended Role: Instructor

            Answer Key: Genetic Diseases
              Intended Role: Instructor

            Quiz Answer Key: Chromosomes and Inheritance
              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

            Teacher Support: All in the Numbers
              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: Genetic Technologies
              Intended Role: Instructor

            Teacher Support: DNA Fingerprinting
              Intended Role: Instructor

            Teacher Support: Extraction in Action
              Intended Role: Instructor

            Answer Key: Solving Problems with Genetics
              Intended Role: Instructor

            Answer Key: Advances in Genetics
              Intended Role: Instructor

            Quiz Answer Key: Genetic Technologies
              Intended Role: Instructor

            Teacher eText: Reproduction and Genetics
              Intended Role: Instructor

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

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

            Teacher Support: Reflect on Funky Fruits
              Intended Role: Instructor

            Test Answer Key: Reproduction and Genetics
              Intended Role: Instructor

            Teacher eText: Change Over Time
              Intended Role: Instructor

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

            PD Modeling Video: Change Over Time
              Intended Role: Instructor

            Letter Home: Change Over Time
              Intended Role: Instructor

            Readiness Test Answer Key: Change Over Time
              Intended Role: Instructor

            Teacher Support: Walking Whales?
              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: Variations Within Species
              Intended Role: Instructor

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

            Teacher eText: Natural Selection
              Intended Role: Instructor

            Answer Key: Mice Selection on the Prairie
              Intended Role: Instructor

            Teacher Support: Variation in a Population
              Intended Role: Instructor

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

            Answer Key: Caterpillar Camouflage
              Intended Role: Instructor

            Quiz Answer Key: Natural Selection
              Intended Role: Instructor

            Teacher eText: The Process of Evolution
              Intended Role: Instructor

            Answer Key: Frog Jump
              Intended Role: Instructor

            Answer Key: Mutations Aren't All That Bad
              Intended Role: Instructor

            Teacher Support: Adaptations of Birds
              Intended Role: Instructor

            Answer Key: Separated Species
              Intended Role: Instructor

            Teacher Support: Evolution of the Blackcaps
              Intended Role: Instructor

            Answer Key: Genetic Drift and Gene Flow
              Intended Role: Instructor

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

            Teacher eText: Evidence in the Fossil Record
              Intended Role: Instructor

            Answer Key: Along the Canyon Wall
              Intended Role: Instructor

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

            Teacher Support: Finding Proof
              Intended Role: Instructor

            Answer Key: Fossils Around the World
              Intended Role: Instructor

            Answer Key: The Horse Fossil Record
              Intended Role: Instructor

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

            Teacher eText: Other Evidence of Evolution
              Intended Role: Instructor

            Answer Key: Technology Over Time
              Intended Role: Instructor

            Answer Key: Tiny Clues
              Intended Role: Instructor

            Teacher Support: Species Adaptation
              Intended Role: Instructor

            Teacher Support: Evidence of Evolution
              Intended Role: Instructor

            Answer Key: Long Necks and Hoofed Feet
              Intended Role: Instructor

            Teacher Support: Prepare Your Report
              Intended Role: Instructor

            Answer Key: Evidence of Evolution in Proteins and DNA
              Intended Role: Instructor

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

            Teacher eText: Change Over Time
              Intended Role: Instructor

            Teacher Support: A Bony Puzzle
              Intended Role: Instructor

            Teacher Support: DIY A Bony Puzzle
              Intended Role: Instructor

            Teacher Support: Reflect on Blackcap Migration
              Intended Role: Instructor

            Test Answer Key: Change Over Time
              Intended Role: Instructor

            Teacher eText: Ecosystems and How They Change
              Intended Role: Instructor

            Letter Home: Ecosystems and How They Change
              Intended Role: Instructor

            Quest Overview Teacher Support: Mystery at Pleasant Pond
              Intended Role: Instructor

            PD Modeling Video: Ecosystems and How They Change
              Intended Role: Instructor

            Readiness Test Answer Key: Ecosystems and How They Change
              Intended Role: Instructor

            Teacher Support: How Communities Change
              Intended Role: Instructor

            Teacher Support: Mystery at Pleasant Pond
              Intended Role: Instructor

            Teacher eText: Living Things and the Environment
              Intended Role: Instructor

            Teacher Support: Lining Up the Neighborhood
              Intended Role: Instructor

            Answer Key: There's No Place Like Home
              Intended Role: Instructor

            Answer Key: An Ecological Mystery
              Intended Role: Instructor

            Teacher Support: Factors Affecting Growth
              Intended Role: Instructor

            Teacher Support: Elbow Room
              Intended Role: Instructor

            Teacher Support: Modeling a Dam
              Intended Role: Instructor

            Teacher Support: Suspicious Activities
              Intended Role: Instructor

            Answer Key: Modeling Population Growth
              Intended Role: Instructor

            Quiz Answer Key: Living Things and the Environment
              Intended Role: Instructor

            Teacher eText: Energy Flow in Ecosystems
              Intended Role: Instructor

            Teacher Support: Food Sources Answer Key
              Intended Role: Instructor

            Answer Key: Energy Roles and Flows
              Intended Role: Instructor

            Answer Key: Living Things in Ecosystems
              Intended Role: Instructor

            Teacher Support: Chesapeake Bay Ecosystem Crisis
              Intended Role: Instructor

            Teacher Support: Observing Decomposition
              Intended Role: Instructor

            Answer Key: Cleaning an Oil Spill
              Intended Role: Instructor

            Answer Key: A Changing Ecosystem
              Intended Role: Instructor

            Teacher Support: Nutrients and Aquatic Organisms
              Intended Role: Instructor

            Answer Key: Building an Ocean Food Web
              Intended Role: Instructor

            Quiz Answer Key:  Energy Flow in Ecosystems
            Quiz Answer Key: Energy Flow in Ecosystems
              Intended Role: Instructor

            Teacher eText: Interactions in Ecosystems
              Intended Role: Instructor

            Answer Key: Competition in Daily Life
              Intended Role: Instructor

            Answer Key: Symbiotic Relationships
              Intended Role: Instructor

            Teacher Support: Life on the Reef
              Intended Role: Instructor

            Teacher Support: Competition and Predation
              Intended Role: Instructor

            Answer Key: Shared Interactions
              Intended Role: Instructor

            Teacher Support: Matter and Energy in a Pond
              Intended Role: Instructor

            Answer Key: Analyzing Predator-Prey Interactions
              Intended Role: Instructor

            Quiz Answer Key: Interactions in Ecosystems
              Intended Role: Instructor

            Teacher eText: Dynamic and Resilient Ecosystems
              Intended Role: Instructor

            Answer Key: Succession in an Ecosystem
              Intended Role: Instructor

            Teacher Support: Primary or Secondary
              Intended Role: Instructor

            Answer Key: A Butterfly Mystery
              Intended Role: Instructor

            Answer Key: Monitoring Succession After the Eruption of Krakatau
              Intended Role: Instructor

            Quiz Answer Key: Dynamic and Resilient Ecosystems
              Intended Role: Instructor

            Teacher eText: Ecosystems and How They Change
              Intended Role: Instructor

            Teacher Support: Changes in an Ecosystem
              Intended Role: Instructor

            Teacher Support: DIY Changes in an Ecosystem
              Intended Role: Instructor

            Teacher Support: Reflections on a Pond
              Intended Role: Instructor

            Test Answer Key: Ecosystems and How They Change
              Intended Role: Instructor

            Teacher Support: Engineering and Design Notebook Course 2
              Intended Role: Instructor

            Course Letter Home
              Intended Role: Instructor

            uDemonstrate Lab Rubric
              Intended Role: Instructor

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

            Elevate Science Florida Edition Course 2 Master Materials List for Lab Activities
              Intended Role: Instructor

            Elevate Science Florida Edition Course 2 Master Materials List for Lab Activities
              Intended Role: Instructor

            Teacher Support: How Cold Is the Water?
              Intended Role: Instructor

            Teacher Support: Temperature and Thermal Energy
              Intended Role: Instructor

            Teacher Support: Visualizing Convection Currents
              Intended Role: Instructor

            Teacher Support: Comparing How Liquids Cool
              Intended Role: Instructor

            Teacher Support: Keep the Heat In
              Intended Role: Instructor

            Teacher Support: Keep the Cold Out
              Intended Role: Instructor

            Teacher Support: Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: DIY Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: What Are Waves?
              Intended Role: Instructor

            Teacher Support: Waves and Their Characteristics
              Intended Role: Instructor

            Teacher Support: Follow the Bouncing Ball
              Intended Role: Instructor

            Teacher Support: Standing Waves and Wave Interference
              Intended Role: Instructor

            Teacher Support: Build a Wave
              Intended Role: Instructor

            Teacher Support: An Optimal Optical Solution
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: DIY Making Waves
              Intended Role: Instructor

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

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

            Teacher Support: A Sequined Rock
              Intended Role: Instructor

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

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

            Teacher Support: Ages of Rocks
              Intended Role: Instructor

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

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

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

            Teacher Support: Piecing Together a Supercontinent
              Intended Role: Instructor

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

            Teacher Support: Stressing Out!
              Intended Role: Instructor

            Teacher Support: Plate Interactions
              Intended Role: Instructor

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

            Teacher Support: Signs of Eruption
              Intended Role: Instructor

            Teacher Support: Modeling Sea Floor Spreading
              Intended Role: Instructor

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

            Teacher Support: Dividing History
              Intended Role: Instructor

            Teacher Support: Rock Pancakes
              Intended Role: Instructor

            Teacher Support: The Story in Rocks
              Intended Role: Instructor

            Teacher Support: Going Back in Time
              Intended Role: Instructor

            Teacher Support: A Matter of Time
              Intended Role: Instructor

            Teacher Support: Changes in the Water
              Intended Role: Instructor

            Teacher Support: Core Sampling Through Time
              Intended Role: Instructor

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

            Teacher Support: Finding a Solution for Your Pollution
              Intended Role: Instructor

            Teacher Support: How Does the Scent Spread?
              Intended Role: Instructor

            Teacher Support: It's All in the Air
              Intended Role: Instructor

            Teacher Support: Trash vs. Water
              Intended Role: Instructor

            Teacher Support: Mining Matters
              Intended Role: Instructor

            Teacher Support: Getting Clean
              Intended Role: Instructor

            Teacher Support: Reducing Waste
              Intended Role: Instructor

            Teacher Support: Washing Away
              Intended Role: Instructor

            Teacher Support: DIY: Washing Away
              Intended Role: Instructor

            Teacher Support: Making More
              Intended Role: Instructor

            Teacher Support: Is It All in the Genes?
              Intended Role: Instructor

            Teacher Support: How Tall Is Tall
              Intended Role: Instructor

            Teacher Support: Observing Pistils and Stamens
              Intended Role: Instructor

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