Organization: Pearson Education
Product Name: Interactive Science South Carolina Grade 7
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-27b58567-d377-3543-bef5-a7e9932a3a54
Timestamp:  Friday, January 18, 2019 11:41 AM EST
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals). - 6.L.4A.2
Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop. - 6.L.4A.1
Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. - 8.E.6B.1
Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species. - 8.E.6B.2
Develop and use models to explain how mutations in DNA that occur during replication (1) can affect the proteins that are produced or the traits that result and (2) may or may not be inherited. - H.B.4D.1
Obtain, evaluate and communicate information on how biotechnology (including gel electrophoresis, plasmid-based transformation and DNA fingerprinting) may be used in the fields of medicine, agriculture, and forensic science. - H.B.4B.2
Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. - 7.L.4A.1
Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. - 7.L.4A.2
Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). - 7.L.4A.3
Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. - 7.L.4A.4
Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. - 7.L.4A.5
Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. - 7.L.4A.6
Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment. - 7.L.3A.4
Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. - 7.L.3A.3
Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. - 7.L.3A.2
Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. - 7.EC.5A.2
Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). - 7.P.2A.1
Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). - 7.EC.5A.1
Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. - 7.L.3A.1
Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). - 7.EC.5A.3
Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. - 7.P.2A.4
Construct explanations of the processes involved in the cycling of water through Earth?s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). - 6.E.2A.3
Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. - 7.P.2A.2
Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. - 7.P.2A.3
Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. - 6.L.4B.5
Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. - 6.L.4B.3
Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. - 6.L.4B.2
Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. - 8.S.1A.3
Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. - 8.S.1A.4
Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. - 7.S.1A.1
Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal). - 6.P.3A.1
Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. - 8.S.1A.1
Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. - 7.S.1A.2
Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. - 7.S.1A.3
Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. - 8.S.1A.2
Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. - 7.S.1A.4
Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. - 8.S.1A.8
Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. - 7.S.1A.5
Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction. - 6.P.3A.5
Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. - 7.S.1A.6
Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. - 8.S.1A.5
Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. - 8.S.1A.6
Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits. - 6.P.3A.3
Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. - 7.S.1A.8
Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. - 6.P.3A.6
Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. - 8.E.6A.3
Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth?s history. - 8.E.6A.4
Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. - H.B.4A.1
Develop and use models of the carbon cycle, which include the interactions between photosynthesis, cellular respiration and other processes that release carbon dioxide, to evaluate the effects of increasing atmospheric carbon dioxide on natural and agricultural ecosystems. - H.B.6B.1
Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information. - H.B.4C.2
Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases (such as carbon dioxide and methane) on the carbon cycle and global climate. - H.B.6B.2
Develop and use models to exemplify the changes that occur in a cell during the cell cycle (including changes in cell size, chromosomes, cell membrane/cell wall, and the number of cells produced) and predict, based on the models, what might happen to a cell that does not progress through the cycle correctly. - H.B.2D.2
Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. - 7.EC.5B.4
Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). - 6.L.5B.5
Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. - 6.L.5B.4
Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object. - 8.P.2A.1
Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. - 7.L.3B.2
Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. - 6.L.5B.3
Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). - 7.EC.5B.1
Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism. - 7.L.3B.1
Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants. - 6.L.5B.2
Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. - 7.EC.5B.3
Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved. - 7.EC.5B.2
Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. - 7.P.2B.4
Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). - 7.P.2B.1
Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. - 7.P.2B.2
Construct explanations for how climate is determined in an area (including latitude, elevation, shape of the land, distance from water, global winds, and ocean currents). - 6.E.2B.4
Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. - 7.P.2B.5
Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. - 8.E.5C.1
Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. - 6.S.1A.8
Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. - 6.S.1A.6
Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. - 6.S.1A.5
Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. - 6.S.1A.4
Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. - 6.S.1A.3
Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. - 6.S.1A.2
Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. - H.B.1A.6
Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. - 6.S.1A.1


List of all Files Validated:

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Title: Interactive Science South Carolina Grade 7 for Realize


         Tools

            Glossary

         STEMQuest, Labs, STEM, and Program Resources

            STEMQuests

               Hot and Cool Chemistry STEMQuest

                  Hot and Cool Chemistry STEMQuest Kick-Off
                    Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

                  Hot and Cool Chemistry STEMQuest Checklist

                  Hot and Cool Chemistry STEMQuest Rubric

                  Energy Salts Check-In 1
                    Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

                  Design Your Pack Check-In 2
                    Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

                  Pack Building Check-In 3
                    Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

                  Heat It up or Ice It Down Check-In 4
                    Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

                  Reflect on Your Pack STEMQuest Findings
                    Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

               Funky Fruit STEMQuest

                  Funky Fruit STEMQuest Kick-Off
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

                  Funky Fruit STEMQuest Checklist

                  Funky Fruit STEMQuest Rubric

                  An Apple Lesson Check-In 1
                    Curriculum Standards: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

                  All in the Numbers Check-In 2
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

                  About Those Chromosomes Check-In 3
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

                  Reflect on Funky Fruits STEMQuest Findings
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

            Hands-On and Virtual Labs

               Lab Overview and Support Materials

                  Table of Contents

                  Foundational Research

                  Lab Safety

                  SI Units and Conversion Tables

                  Graph Paper

               Chapter 1 Introduction to Matter

                  Lesson 1

                     How Do You Describe Matter? Inquiry Warm-Up
                       Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                     Observing Physical Properties Quick Lab
                       Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                  Lesson 2

                     Which Has More Mass? Inquiry Warm-Up

                     Calculating Volume Quick Lab

                     Calculating Density Quick Lab
                       Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. 

                  Lesson 3

                     What Is a Mixture? Inquiry Warm-Up
                       Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. 

                     Modeling Atoms and Molecules Quick Lab

                     Separating Mixtures Quick Lab

                  Lesson 4

                     Is a New Substance Formed? Inquiry Warm-Up
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                     What Is a Physical Change? Quick Lab
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                     Heating Sugar Quick Lab
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                     Where's the Evidence? Pre-Lab

                     Where's the Evidence? Directed Inquiry
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                     Where's the Evidence? Open Inquiry
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                     States of Matter Virtual Lab

                     Matter and Thermal Energy Virtual Lab
                       Curriculum Standards: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal). Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits. Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. 

               Chapter 2 Elements and the Periodic Table

                  Lesson 1

                     What's in the Box? Inquiry Warm-Up
                       Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                     When Does 2 + 2 = 1? Quick Lab

                     Visualizing an Electron Cloud Quick Lab
                       Curriculum Standards: Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). 

                  Lesson 2

                     Which Is Easier? Inquiry Warm-Up
                       Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                     Identifying Elements Quick Lab
                       Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                     Using the Periodic Table Quick Lab
                       Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                     Expanding the Periodic Table Quick Lab

                     Interactive Periodic Table Virtual Lab
                       Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                  Lesson 3

                     Finding Metals Quick Lab
                       Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                     Copper or Carbon? That Is the Question Pre-Lab
                       Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                     Copper or Carbon? That Is the Question Directed Inquiry
                       Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                     Copper or Carbon? That Is the Question Open Inquiry
                       Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  Lesson 4

                     What Are the Properties of Charcoal? Inquiry Warm-Up

                     Carbon--A Nonmetal Quick Lab

                     Finding Nonmetals Quick Lab
                       Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

               Chapter 3 Chemical Reactions

                  Lesson 1

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

                     Element Chemistry Quick Lab

                  Lesson 2

                     How Do Ions Form? Inquiry Warm-Up

                     Ion Formation Quick Lab

                     How Do You Write Ionic Names and Formulas? Quick Lab

                     Shedding Light on Ions Pre-Lab

                     Shedding Light on Ions Directed Inquiry

                     Shedding Light on Ions Open Inquiry

                  Lesson 3

                     Covalent Bonds Inquiry Warm-Up

                     Sharing Electrons Quick Lab

                     Properties of Molecular Compounds Quick Lab

                     Attraction Between Polar Molecules Quick Lab

                     Ionic or Covalent Bonding Virtual Lab
                       Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

                  Lesson 4

                     Demonstrating Tarnishing Inquiry Warm-Up
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                     Observing Change Quick Lab

                     Changes in a Burning Candle Quick Lab

                     Reactants and Products Virtual Lab
                       Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

                  Lesson 5

                     Did You Lose Anything? Inquiry Warm-Up
                       Curriculum Standards: Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

                     Information in a Chemical Equation Quick Lab

                     Can You Speed Up or Slow Down a Chemical Reaction? Quick Lab

                     Categories of Chemical Reactions Quick Lab

               Chapter 4 Acids, Bases, and Solutions

                  Lesson 1

                     What Makes a Mixture a Solution? Inquiry Warm-Up

                     Scattered Light Quick Lab

                     Speedy Solutions Pre-Lab

                     Speedy Solutions Directed Inquiry

                     Speedy Solutions Open Inquiry

                  Lesson 2

                     Does It Dissolve? Inquiry Warm-Up

                     Measuring Concentration Quick Lab

                     Predicting Rates of Solubility Quick Lab

                  Lesson 3

                     What Color Does Litmus Paper Turn? Inquiry Warm-Up

                     Properties of Acids Quick Lab

                     Properties of Bases Quick Lab

                     Acids and Bases in Careers Virtual Lab
                       Curriculum Standards: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 

                  Lesson 4

                     What Can Cabbage Juice Tell You? Inquiry Warm-Up

                     pHone Home Quick Lab

                     The Antacid Test Quick Lab

               Chapter 5 Introduction to Cells

                  Lesson 1

                     What Can You See? Inquiry Warm-Up

                     Design and Build a Microscope Pre-Lab

                     Design and Build a Microscope Directed Inquiry

                     Design and Build a Microscope Open Inquiry
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Lesson 2

                     How Large Are Cells? Inquiry Warm-Up
                       Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

                     Gelatin Cell Model Quick Lab
                       Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                     Multicellular Organisms Quick Lab
                       Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. 

                     Build a Cell Virtual Lab
                       Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. 

                  Lesson 3

                     How Quickly Can Bacteria Multiply? Inquiry Warm-Up

                     Classifying Bacteria Quick Lab

                     Comparing Disinfectants Pre-Lab

                     Comparing Disinfectants Directed Inquiry
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Comparing Disinfectants Open Inquiry
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Drawing Conclusions: Bacteria Quick Lab

                  Lesson 4

                     Homeostasis Inquiry Warm-Up

                     Effect of Concentration on Diffusion Quick Lab
                       Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

                     Investigating Cells and Homeostasis Virtual Lab

                  Lesson 5

                     What Are the Yeast Cells Doing? Inquiry Warm-Up
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. 

                     Observing Mitosis Quick Lab
                       Curriculum Standards: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 

                     Modeling Mitosis Quick Lab
                       Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                     How Does a Broken Bone Heal? Virtual Lab
                       Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

               Chapter 6 Introduction to Human Body

                  Lesson 1

                     How Is Your Body Organized? Inquiry Warm-Up
                       Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                     Observing Cells and Tissues Quick Lab
                       Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  Lesson 2

                     How Does Your Body Respond? Inquiry Warm-Up

                     Working Together, Act I Quick Lab

                     Working Together, Act II Quick Lab

                     A Look Beneath the Skin Pre-Lab

                     A Look Beneath the Skin Directed Inquiry
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     A Look Beneath the Skin Open Inquiry
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Lesson 3

                     Out of Balance Inquiry Warm-Up
                       Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                     Working to Maintain Balance Quick Lab

                     Testing a Training Plan Virtual Lab

                  Lesson 4

                     Hard as a Rock? Inquiry Warm-Up

                     The Skeleton Quick Lab
                       Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                     Observing Joints Quick Lab

                     Soft Bones? Quick Lab

                     Joints Virtual Lab

                  Lesson 5

                     How Do Muscles Work? Inquiry Warm-Up

                     Observing Muscle Tissue Quick Lab

                     Modeling How Skeletal Muscles Work Quick Lab

                  Lesson 6

                     What Can You Observe About Skin? Inquiry Warm-Up

                     Sweaty Skin Quick Lab
                       Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

               Chapter 7 Managing Materials in the Body

                  Lesson 1

                     Where Does Digestion Start? Inquiry Warm-Up

                     As the Stomach Churns Pre-Lab
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object. 

                     As the Stomach Churns Directed Inquiry
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     As the Stomach Churns Open Inquiry
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Nutrient Identification Pre-Lab

                     Nutrient Identification Directed Inquiry

                  Lesson 2

                     Observing a Heart Inquiry Warm-Up

                     Direction of Blood Flow Quick Lab

                     Do You Know Your A-B-Os? Quick Lab

                     Circulatory System Virtual Lab

                  Lesson 3

                     How Big Can You Blow Up a Balloon? Inquiry Warm-Up

                     Modeling Respiration Quick Lab
                       Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                     A Breath of Fresh Air Pre-Lab
                       Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     A Breath of Fresh Air Directed Inquiry
                       Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     A Breath of Fresh Air Open Inquiry
                       Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Lesson 4

                     How Does Filtering a Liquid Change a Liquid? Inquiry Warm-Up

                     Kidney Function Quick Lab

                     Perspiration Quick Lab

               Chapter 8 Controlling Body Processes

                  Lesson 1

                     How Simple Is a Simple Task? Inquiry Warm-Up

                     How Does Your Knee React? Quick Lab

                     Working Together Quick Lab

                     Ready or Not! Pre-Lab
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Ready or Not! Directed Inquiry
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Ready or Not! Open Inquiry
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Lesson 2

                     What's the Signal? Inquiry Warm-Up

                     Making Models: Hormones Quick Lab

                     Modeling Negative Feedback Pre-Lab
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Modeling Negative Feedback Directed Inquiry
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Modeling Negative Feedback Open Inquiry
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Lesson 3

                     What's the Big Difference? Inquiry Warm-Up

                     Reproductive Systems Quick Lab

                     Looking at Hormone Levels Quick Lab

                  Lesson 4

                     Prenatal Growth Inquiry Warm-Up

                     Way to Grow! Quick Lab

                     Egg-cellent Protection Quick Lab

                     Labor and Delivery Quick Lab

                  Lesson 5

                     Which Pieces Fit Together? Inquiry Warm-Up

                     How Does a Disease Spread? Quick Lab

                     Stuck Together Quick Lab

                     The Skin as a Barrier Pre-Lab
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     The Skin as a Barrier Directed Inquiry
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     The Skin as a Barrier Open Inquiry
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Vaccines and Populations Virtual Lab
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 

               Chapter 9 Genetics: The Science of Heredity

                  Lesson 1

                     What Does the Father Look Like? Inquiry Warm-Up

                     Observing Pistils and Stamens Quick Lab

                     Inferring the Parent Generation Quick Lab
                       Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Lesson 2

                     What's the Chance? Inquiry Warm-Up
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                     Coin Crosses Quick Lab
                       Curriculum Standards: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                     Make the Right Call! Pre-Lab
                       Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                     Make the Right Call Directed Inquiry
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                     Make the Right Call Open Inquiry
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Lesson 3

                     Observing Traits Inquiry Warm-Up
                       Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     Patterns of Inheritance Quick Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     Is it all in the Genes? Quick Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                     Genetic Crosses Virtual Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Lesson 4

                     Which Chromosome Is Which? Inquiry Warm-Up
                       Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     Chromosomes and Inheritance Quick Lab
                       Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     Modeling Meiosis Quick Lab Quick Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                     Comparing Meiosis and Mitosis Quick Lab

               Chapter 10 DNA: The Code of Life

                  Lesson 1

                     Can You Crack the Code? Inquiry Warm-Up
                       Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     Modeling the Genetic Code Quick Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     Guilty or Innocent? Pre-Lab
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                     Guilty or Innocent? Directed Inquiry
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                     Guilty or Innocent? Open Inquiry
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  Lesson 2

                     What Is RNA? Inquiry Warm-Up

                     Modeling Protein Synthesis Quick Lab
                       Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  Lesson 3

                     What Is RNA? Inquiry Warm-Up

                     Modeling Protein Synthesis Quick Lab
                       Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

               Chapter 11 Human Genetics and Genetic Technology

                  Lesson 1

                     How Tall Is Tall? Inquiry Warm-Up
                       Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     The Eyes Have It Quick Lab
                       Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). 

                     How Are Genes on Sex Chromosomes Inherited? Pre-Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     How Are Genes on Sex Chromosomes Inherited? Directed Inquiry
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     How Are Genes on Sex Chromosomes Inherited? Open Inquiry
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Lesson 2

                     How Many Chromosomes? Inquiry Warm-Up
                       Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                     What Went Wrong? Quick Lab
                       Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                     Family Puzzle Quick Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  Lesson 3

                     What Do Fingerprints Reveal? Inquiry Warm-Up
                       Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                     Selective Breeding Quick Lab
                       Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  Lesson 4

                     Using Genetic Information After the Inquiry Warm-Up

                     Extraction in Action Quick Lab

                     DNA Fingerprinting Virtual Lab
                       Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

               Chapter 12 Populations and Communities

                  Lesson 1

                     What's in the Scene? Inquiry Warm-Up
                       Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                     Organisms and Their Habitats Quick Lab

                     Organizing an Ecosystem Quick Lab
                       Curriculum Standards: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                     World in a Bottle Pre-Lab

                     World in a Bottle Directed Inquiry

                     World in a Bottle Open Inquiry

                  Lesson 2

                     What Is Soil? Inquiry Warm-Up

                     The Contents of Soil Quick Lab

                     Investigating Soils and Drainage Pre-Lab

                     Investigating Soils and Drainage Directed Inquiry

                     Investigating Soils and Drainage Open Inquiry

                     Preventing Soil Erosion Virtual Lab

                  Lesson 3

                     Populations Inquiry Warm-Up
                       Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

                     Growing and Shrinking Quick Lab
                       Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

                     Elbow Room Quick Lab Quick Lab

                  Lesson 4

                     Populations Inquiry Warm-Up
                       Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

                     Growing and Shrinking Quick Lab
                       Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

                     Elbow Room Quick Lab Quick Lab

                     Doubling Time Inquiry Warm-Up

                     Human Population Growth Quick Lab

                     Comparing Populations Quick Lab

                     Waste, Away! Directed Inquiry

                     Waste, Away! Open Inquiry

                     Waste, Away! Pre-Lab

                     Human Population Growth Virtual Lab

                  Lesson 5

                     Can You Hide a Butterfly? Inquiry Warm-Up
                       Curriculum Standards: Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. 

                     Adaptations for Survival Quick Lab
                       Curriculum Standards: Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. 

                     Competition and Predation Quick Lab
                       Curriculum Standards: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). 

                     Type of Symbiosis Quick Lab

                     Life on the Reef Virtual Lab
                       Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop. 

               Chapter 13 Ecosystems and Biomes

                  Lesson 1

                     Where Did Your Dinner Come From? Inquiry Warm-Up

                     Observing Decomposition Quick Lab

                     Last Remains Pre-Lab

                     Last Remains Open Inquiry
                       Curriculum Standards: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). 

                     Nutrients and Aquatic Organisms Virtual Lab
                       Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 

                  Lesson 2

                     Are You Part of a Cycle? Inquiry Warm-Up
                       Curriculum Standards: Construct explanations of the processes involved in the cycling of water through Earth?s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). 

                     Following Water Quick Lab
                       Curriculum Standards: Construct explanations of the processes involved in the cycling of water through Earth?s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). 

                     Carbon and Oxygen Blues Quick Lab

                     Playing Nitrogen Cycle Roles Quick Lab
                       Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 

                     Matter and Energy In a Pond Virtual Lab
                       Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 

                  Lesson 3

                     How Much Rain Is That? Inquiry Warm-Up
                       Curriculum Standards: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                     Inferring Forest Climates Quick Lab

                     From Microhabitats to Biomes Pre-Lab

                     From Microhabitats to Biomes Directed Inquiry
                       Curriculum Standards: Construct explanations for how climate is determined in an area (including latitude, elevation, shape of the land, distance from water, global winds, and ocean currents). Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                  Lesson 4

                     Where Does It Live? Inquiry Warm-Up

                     Wetland Restoration Virtual Lab
                       Curriculum Standards: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 

                     Dissolved Oxygen Quick Lab

                     Ocean Habitats Virtual Lab

                  Lesson 5

                     How Much Variety Is There? Inquiry Warm-Up
                       Curriculum Standards: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth?s history. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 

                     Modeling Keystone Species Quick Lab

                     Grocery Gene Pool Quick Lab
                       Curriculum Standards: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 

                     Humans and Biodiversity Quick Lab
                       Curriculum Standards: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth?s history. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species. 

                  Lesson 6

                     How Communities Change Inquiry Warm-Up
                       Curriculum Standards: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. 

                     Primary or Secondary Quick Lab
                       Curriculum Standards: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. 

                     Change in a Microhabitat Pre-Lab

                     Wetland Restoration Virtual Lab
                       Curriculum Standards: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 

            Program Resources

               School to Home Letter

               School to Home Letter in Spanish

               Interdisciplinary Activities

                  Interdisciplinary Activities Overview

                  The Olympic Games Cross-Curricular Act

                  African Rain Forests Cross-Curricular Act

                  Bridges--From Vines to Steel Cross-Curricular Act

                  Corn--The Amazing Grain Cross-Curricular Act

                  Dogs--The Loyal Companions Cross-Curricular Act

                  Gold--The Noble Metal Cross-Curricular Act

                  Journey to Mars Cross-Curricular Act

                  Pompeii Cross-Curricular Act

                  Robots--At Your Service Cross-Curricular Act

                  The Gift of the Nile Cross-Curricular Act

                  The Magic of the Movies Cross-Curricular Act

                  The Mississippi Cross-Curricular Act

               Multilingual Glossary

                  Table of Contents

                  Relating to English Language Learners Reference

                  Chinese (traditional) Reference

                  Chinese (simplified) Reference

                  Haitian Creole Reference

                  Hmong Reference

                  Korean Reference

                  Russian Reference

                  Spanish

                  Vietnamese Reference

               Math Skill and Problem-Solving Activities

                  Table of Contents

                  Science Topics Used for Problem Solving

                  Diagnostic Test

                  Section 1: Problem-Solving Skills

                  Section 2: Fractions

                  Section 3: Decimals

                  Section 4: Exponents and Scientific Notation

                  Section 5: Significant Figures

                  Section 6: Ratios and Proportions

                  Section 7: Percents

                  Section 8: Geometry

                  Section 9: Graphing

                  Section 10: Using Math to Analyze Data

               Reading Strategies Handbook

                  Table of Contents

                  Introduction: How to Read Science Content

                  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

                  Target Reading Skill: Relate Text and Visuals

               Inquiry Skills Activities Book 1

                  Table of Contents

                  Observe

                  Infer

                  Predict

                  Classify

                  Make Models

                  Communicate

                  Measure

                  Calculate

                  Design an Experiment - Introduction

                  Pose Questions

                  Develop a Hypothesis

                  Control Variables

                  Form Operational Definitions

                  Interpret Data

                  Draw Conclusions

                  Design an Experiment - Practice

                  Create Data Tables

                  Create Bar Graphs

                  Create Line Graphs

                  Create Circle Graphs

                  Test A: Basic Process Skills

                  Test B: Measure and Calculate

                  Test C: Design Experiments

                  Test D: Data Tables and Graphs

               Inquiry Skills Activities Book 2

                  Table of Contents

                  Observe

                  Infer

                  Predict

                  Classify

                  Make Models

                  Communicate

                  Measure

                  Calculate

                  Design an Experiment - Introduction

                  Pose Questions

                  Develop a Hypothesis

                  Control Variables

                  Form Operational Definitions

                  Interpret Data

                  Draw Conclusions

                  Design an Experiment - Practice

                  Create Data Tables

                  Create Bar Graphs

                  Create Line Graphs

                  Create Circle Graphs

                  Test A: Basic Process Skills

                  Test B: Measure and Calculate

                  Test C: Design Experiments

                  Test D: Data Tables and Graphs

               Inquiry Skills Activities Book 3

                  Table of Contents

                  Observe

                  Infer

                  Predict

                  Classify

                  Make Models

                  Communicate

                  Measure

                  Calculate

                  Design an Experiment - Introduction

                  Pose Questions

                  Develop a Hypothesis

                  Control Variables

                  Form Operational Definitions

                  Interpret Data

                  Draw Conclusions

                  Design an Experiment - Practice

                  Create Data Tables

                  Create Bar Graphs

                  Create Line Graphs

                  Create Circle Graphs

                  Test A: Basic Process Skills

                  Test B: Measure and Calculate

                  Test C: Design Experiments

                  Test D: Data Tables and Graphs

            Benchmark Tests

               Chemical Reactions

               Chemical Reactions to the Rescue Untamed Science™ Video

               Writing Formulas and Compound Names Summary Key Concept Summary
                 Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

               How Is Mass Conserved During a Chemical Reaction? Key Concept Summary
                 Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. 

               What Are the Properties of Acids?

               What Are Two Types of Mixtures? Key Concept Summary
                 Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. 

               What Factors Affect Solubility?

               What Is the Modern Model of the Atom? Key Concept Summary

               How Is Density Determined? Summary Key Concept Summary
                 Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. 

               What Makes Up Matter? Art In Motion

               Periodic Table Interactivity Interactive Art
                 Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

               What Are the Properties of Metals? Summary Key Concept Summary
                 Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

               Introduction to Atoms Active eBook Lsn

               Benchmark Test 1

               How Do Cells Work Together in an Organism?

               How Do the Parts of a Cell Work?
                 Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 

               Plant and Animal Cells Interactivity

               What Is the Cell Theory? Summary
                 Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

               What Controls Hormone Levels? Key Concept Summary

               How Is Your Body Organized?

               Digestion Rocks Untamed Science™ Video

               What Are the Functions of the Reproductive Systems?

               What Are the Inflammatory and Immune Responses?

               What Does Blood Contain? Key Concept Summary

               What Is the Role of the Mouth, Esophagus, & Stomach? Key Concept Summary

               What Is the Role of the Nervous System? Key Concept Summary

               What Is the Role of the Respiratory System? Key Concept Summary

               How Does Your Body Stay in Balance? Summary

               Keeping Cool and Staying Warm Untamed Science™ Video

               Waste on the Way Out Interactivity

               The Muscular System Key Concept Summary

               The Body's Defenses Key Concept Summary

               The Body's Defenses Active eBook Lsn

               Benchmark Test 2

               How Does a Cell Make Proteins?

               How Are Genetic Disorders Traced, Diagnosed, and Treated?

               How Can Mutations Affect an Organism?

               How Can Organisms Be Produced with Desired Traits?

               How Do Alleles Affect Inheritance? Key Concept Summary
                 Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

               How Is Cancer Related to Mutations and the Cell Cycle?

               The Case of the X-Linked Gene Untamed Science™ Video

               What Are Phenotype and Genotype? Key Concept Summary
                 Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

               What Forms the Genetic Code?

               What Compounds Do Cells Need? Summary

               How Are Chromosomes, Genes, and Inheritance Related? Summary
                 Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               Punnett Squares Interactivity
                 Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

               Where'd You Get Those Genes? Untamed Science™ Video

               Characteristics of All Living Things Summary

               Benchmark Test 3

               How Do Living Things Affect Soil?

               How Do Primary and Secondary Succession Differ? Key Concept Summary
                 Curriculum Standards: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species. 

               How Does Energy Move Through an Ecosystem? Key Concept Summary
                 Curriculum Standards: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved. 

               How Does Nitrogen Cycle Through Ecosystems? Key Concept Summary

               Ocean Food Web Interactive Art

               What Are the Energy Roles in an Ecosystem? Key Concept Summary

               What Are the Six Major Biomes? Key Concept Summary

               Three Types of Symbiosis Summary
                 Curriculum Standards: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). 

               What Factors Limit Population Growth? Summary

               Biodiversity Key Concept Summary
                 Curriculum Standards: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth?s history. 

               Living Things and the Environment Active eBook Lsn

               Biodiversity Active eBook Lsn

               Benchmark Test 4

         Chapter 1 Introduction to Matter

            Chapter 1 Introduction to Matter Opener

               What's the Matter? Untamed Science™ Video
                 Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 

            Lesson 1 Describing Matter

               Engage and Explore

                  Art Conservation Scientist

                  How Do You Describe Matter? Inquiry Warm-Up
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

               Explain and Elaborate

                  What Properties Describe Matter?
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                  Analyzing Properties
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                  Observing Physical Properties Quick Lab
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                  Describing Matter Active eBook Lsn

               Evaluate

                  Describing Matter Lesson Quiz

                  Describing Matter Online Lesson Quiz

            Lesson 2 Measuring Matter

               Engage and Explore

                  Field Trip

                  Which Has More Mass? Inquiry Warm-Up

               Explain and Elaborate

                  Measuring Mass and Volume
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                  Making Accurate Measurements Pearson Flipped Video for Science™

                  How Is Density Determined?
                    Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                  Using Density to Identify Gold Pearson Flipped Video for Science™

                  Calculating Volume Quick Lab

                  Calculating Density Quick Lab
                    Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. 

                  Measuring Matter Active eBook Lsn

               Evaluate

                  Measuring Matter Lesson Quiz

                  Measuring Matter Online Lesson Quiz

            Lesson 3 Classifying Matter

               Engage and Explore

                  Smaller Than Small

                  What Is a Mixture? Inquiry Warm-Up
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. 

               Explain and Elaborate

                  Most Common Elements on Earth Pearson Flipped Video for Science™

                  In a 'Pickle' About Elements Pearson Flipped Video for Science™
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

                  What Makes Up Matter?
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

                  What Is Matter Made Of?

                  Modeling Atoms and Molecules Quick Lab

                  Separating Mixtures Quick Lab

                  Classifying Matter Active eBook Lsn

               Evaluate

                  Classifying Matter Lesson Quiz

                  Classifying Matter Online Lesson Quiz

            Lesson 4 Changes in Matter

               Engage and Explore

                  Blog Planet Diary
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  Is a New Substance Formed? Inquiry Warm-Up
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

               Explain and Elaborate

                  Chemical Change
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  Evidence of Chemical Reactions Pearson Flipped Video for Science™

                  Properties of Matter
                    Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

                  What Is a Physical Change? Quick Lab
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  Heating Sugar Quick Lab
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  Where's the Evidence? Pre-Lab

                  Where's the Evidence? Directed Inquiry
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  Where's the Evidence? Open Inquiry
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  States of Matter Virtual Lab

                  Matter and Thermal Energy Virtual Lab
                    Curriculum Standards: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal). Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuits. Develop and use models to describe and compare the directional transfer of heat through convection, radiation, and conduction. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. 

                  Changes in Matter Active eBook Lsn

               Evaluate

                  Changes in Matter Lesson Quiz

                  Changes in Matter Online Lesson Quiz

            STEM

               Crystal Clear STEM Activity

            Chapter Assessment

               Printable Chapter Test

               How Are Changes in Energy and Matter Related? Key Concept Summary
                 Curriculum Standards: Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal). 

               What Is Matter Made Of? Key Concept Summary
                 Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

               What's the Matter? Untamed Science™ Video
                 Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

               What Properties Describe Matter? Summary Key Concept Summary
                 Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. 

               Online Chapter Test

         Chapter 2 Elements and the Periodic Table

            Chapter 2 Elements and the Periodic Table Opener

               Organizing Like Mendeleev Untamed Science™ Video
                 Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

            Lesson 1 Introduction to Atoms

               Engage and Explore

                  Nanowhiskers Planet Diary

                  What's in the Box? Inquiry Warm-Up
                    Curriculum Standards: Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

               Explain and Elaborate

                  Making a Model of a Helium Atom Pearson Flipped Video for Science™
                    Curriculum Standards: Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). 

                  Periodic Table
                    Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                  Build an Atom

                  When Does 2 + 2 = 1? Quick Lab

                  Visualizing an Electron Cloud Quick Lab
                    Curriculum Standards: Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). 

                  Introduction to Atoms Active eBook Lsn

               Evaluate

                  Introduction to Atoms Lesson Quiz

                  Introduction to Atoms Online Lesson Quiz

            Lesson 2 Organizing the Elements

               Engage and Explore

                  Dmitri Mendeleev

                  Which Is Easier? Inquiry Warm-Up
                    Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

               Explain and Elaborate

                  Organization of the Periodic Table Pearson Flipped Video for Science™
                    Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                  Identifying Elements Quick Lab
                    Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                  Using the Periodic Table Quick Lab
                    Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                  Expanding the Periodic Table Quick Lab

                  Interactive Periodic Table Virtual Lab
                    Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                  Organizing the Elements Active eBook Lsn

               Evaluate

                  Organizing the Elements Lesson Quiz

                  Organizing the Elements Online Lesson Quiz

            Lesson 3 Metals

               Engage and Explore

                  Recycling Metals

               Explain and Elaborate

                  What Are the Properties of Metals?
                    Curriculum Standards: Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  How Are Metals Classified?

                  Familiar Metals
                    Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  Finding Metals Quick Lab
                    Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  Copper or Carbon? That Is the Question Pre-Lab
                    Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  Copper or Carbon? That Is the Question Directed Inquiry
                    Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  Copper or Carbon? That Is the Question Open Inquiry
                    Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  Metals Active eBook Lsn

               Evaluate

                  Metals Lesson Quiz

                  Metals Online Lesson Quiz

            Lesson 4 Nonmetals and Metalloids

               Engage and Explore

                  Something in the Air

                  What Are the Properties of Charcoal? Inquiry Warm-Up

               Explain and Elaborate

                  What Are the Properties of Nonmetals?
                    Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  What Are the Families Containing Nonmetals?

                  Metals, Nonmetals, Metalloids
                    Curriculum Standards: Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

                  Carbon--A Nonmetal Quick Lab

                  Finding Nonmetals Quick Lab
                    Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. Analyze and interpret data to describe substances using physical properties (including state, boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust). 

                  Nonmetals and Metalloids Active eBook Lsn

               Evaluate

                  Nonmetals and Metalloids Lesson Quiz

                  Nonmetals and Metalloids Online Lesson Quiz

            STEM

               The Element Museum STEM Activity

            Chapter Assessments

               Printable Chapter Test

               How Did Atomic Theory Develop? Key Concept Summary
                 Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

               Changes of State Key Concept Summary

               Online Chapter Test

         Chapter 3 Chemical Reactions

            Chapter 3 Chemical Reactions Opener

               Chemical Reactions to the Rescue Untamed Science™ Video
                 Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

            Lesson 1 Atoms, Bonding, and the Periodic Table

               Engage and Explore

                  Elemental Effects

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

               Explain and Elaborate

                  Importance of Valence Electrons Pearson Flipped Video for Science™

                  What Determines an Elements Chemistry?

                  Organization of the Periodic Table Pearson Flipped Video for Science™
                    Curriculum Standards: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table. 

                  Protons and Valence Electrons

                  Element Chemistry Quick Lab

                  Atoms, Bonding, and the Periodic Table Active eBook Lsn

               Evaluate

                  Atoms, Bonding, and the Periodic Table Lesson Quiz

                  Atoms, Bonding, and the Periodic Table Online Lesson Quiz

            Lesson 2 Ionic Bonds

               Engage and Explore

                  The Periodic Palette
                    Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

                  How Do Ions Form? Inquiry Warm-Up

               Explain and Elaborate

                  How Do Ions Form?

                  What Can Chemical Formulas Tell Us? Pearson Flipped Video for Science™
                    Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

                  Writing Formulas and Compound Names
                    Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

                  Build an Ionic Compound

                  Ion Formation Quick Lab

                  How Do You Write Ionic Names and Formulas? Quick Lab

                  Shedding Light on Ions Pre-Lab

                  Shedding Light on Ions Directed Inquiry

                  Shedding Light on Ions Open Inquiry

                  Ionic Bonds Active eBook Lsn

               Evaluate

                  Ionic Bonds Lesson Quiz

                  Ionic Bonds Online Lesson Quiz

            Lesson 3 Covalent Bonds

               Engage and Explore

                  Sticky Feet

                  Covalent Bonds Inquiry Warm-Up

               Explain and Elaborate

                  Molecular Compounds
                    Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

                  Covalent Bonds

                  Polar and Nonpolar Bonds

                  Bonding in Polar Molecules

                  Sharing Electrons Quick Lab

                  Properties of Molecular Compounds Quick Lab

                  Attraction Between Polar Molecules Quick Lab

                  Ionic or Covalent Bonding Virtual Lab
                    Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

                  Covalent Bonds Active eBook Lsn

               Evaluate

                  Covalent Bonds Lesson Quiz

                  Covalent Bonds Online Lesson Quiz

            Lesson 4 Observing Chemical Change

               Engage and Explore

                  Chemistry in the Kitchen
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  Demonstrating Tarnishing Inquiry Warm-Up
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

               Explain and Elaborate

                  Evidence of Chemical Reactions Pearson Flipped Video for Science™

                  Describing Changes in Matter

                  Chemical Reactions
                    Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

                  Physical or Chemical Change
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 

                  Observing Change Quick Lab

                  Changes in a Burning Candle Quick Lab

                  Reactants and Products Virtual Lab
                    Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

                  Observing Chemical Change Active eBook Lsn

               Evaluate

                  Observing Chemical Change Lesson Quiz

                  Observing Chemical Change Online Lesson Quiz

            Lesson 5 Describing Chemical Reactions

               Engage and Explore

                  Lifesaving Reactions

                  Did You Lose Anything? Inquiry Warm-Up
                    Curriculum Standards: Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

               Explain and Elaborate

                  Conservation of Matter Interactivity
                    Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

                  Is This Equation Balanced?  Pearson Flipped Video for Science™
                  Is This Equation Balanced? Pearson Flipped Video for Science™How can the law of conservation of mass help you balance chemical equations? This video will help students find out. Using this video as direct instruction leaves more classroom time for inquiry and discussion.
                    Curriculum Standards: Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance. Develop and use models to explain how chemical reactions are supported by the law of conservation of matter. 

                  Balancing Equations

                  Information in a Chemical Equation Quick Lab

                  Can You Speed Up or Slow Down a Chemical Reaction? Quick Lab

                  Categories of Chemical Reactions Quick Lab

                  Describing Chemical Reactions Active eBook Lsn

               Evaluate

                  Describing Chemical Reactions Lesson Quiz

                  Describing Chemical Reactions Online Lesson Quiz

            Hot and Cool Chemistry STEMQuest

               Hot and Cool Chemistry STEMQuest Kick-Off
                 Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

               Hot and Cool Chemistry STEMQuest Checklist

               Hot and Cool Chemistry Rubric

               Energy Salts Check-In 1
                 Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

               Design Your Pack Check-in 2
                 Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

               Pack Building Check-In 3
                 Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

               Heat It Up or Ice It Down Quest Check Lab
                 Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

               Reflect on Your Pack STEMQuest Findings
                 Curriculum Standards: Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Analyze and interpret data to compare how endothermic and ectothermic animals respond to changes in environmental temperature. 

            STEM

               The Pipeline Is Burning STEM Activity
                 Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. Obtain and communicate information regarding the physical and chemical properties of minerals, ores, and fossil fuels to describe their importance as Earth resources. 

            Chapter Assessments

               Printable Chapter Test

               Covalent Bonds Summary Key Concept Summary

               Polar and Nonpolar Bonds Summary Key Concept Summary

               Molecular Compounds Summary Key Concept Summary
                 Curriculum Standards: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas. 

               What Determines an Element's Chemistry? Summary Key Concept Summary

               What Are Properties of Ionic Compounds? Key Concept Summary

               What Information Does a Chemical Equation Contain? Key Concept Summary

               Online Chapter Test

         Chapter 4 Acids, Bases, and Solutions

            Chapter 4 Acids, Bases, and Solutions Opener

               What's the Solution? Untamed Science™ Video

            Lesson 1 Understanding Solutions

               Engage and Explore

                  Killer Quicksand?

                  What Makes a Mixture a Solution? Inquiry Warm-Up

               Explain and Elaborate

                  How Are Mixtures Classified?

                  How Does a Solution Form?

                  Table Salt Dissolving in Water

                  Scattered Light Quick Lab

                  Speedy Solutions Pre-Lab

                  Speedy Solutions Directed Inquiry

                  Speedy Solutions Open Inquiry

                  Understanding Solutions Active eBook Lsn

               Evaluate

                  Understanding Solutions Lesson Quiz

                  Understanding Solutions Online Lesson Quiz

            Lesson 2 Concentration and Solubility

               Engage and Explore

                  Even Whales Get the Bends

                  Does It Dissolve? Inquiry Warm-Up

               Explain and Elaborate

                  How Is Concentration Changed?

                  What Factors Affect Solubility?

                  Classifying Solutions

                  Measuring Concentration Quick Lab

                  Predicting Rates of Solubility Quick Lab

                  Concentration and Solubility Active eBook Lsn

               Evaluate

                  Concentration and Solubility  Lesson Quiz
                  Concentration and Solubility Lesson QuizUse this lesson quiz to assess your students’ knowledge of the lesson content.

                  Concentration and Solubility Online Lesson Quiz

            Lesson 3 Describing Acids and Bases

               Engage and Explore

                  Bog Bodies

                  What Color Does Litmus Paper Turn? Inquiry Warm-Up

               Explain and Elaborate

                  What Are the Properties of Acids?

                  What Are the Properties of Bases?

                  Acid or Base?

                  Properties of Acids Quick Lab

                  Properties of Bases Quick Lab

                  Acids and Bases in Careers Virtual Lab
                    Curriculum Standards: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 

                  Describing Acids and Bases Active eBook Lsn

               Evaluate

                  Describing Acids and Bases Lesson Quiz

                  Describing Acids and Bases Online Lesson Quiz

            Lesson 4 Acids and Bases in Solution

               Engage and Explore

                  Ocean Stingers

                  What Can Cabbage Juice Tell You? Inquiry Warm-Up

               Explain and Elaborate

                  What Ions Do Acids and Bases Form in Water?

                  The pH Scale

                  What Are the Products of Neutralization?

                  pHone Home Quick Lab

                  The Antacid Test Quick Lab

                  Acids and Bases in Solution Active eBook Lsn

               Evaluate

                  Acids and Bases in Solution Lesson Quiz

                  Acids and Bases in Solution Online Lesson Quiz

            Chapter Assessments

               Printable Chapter Test

               How Are Mixtures Classified?

               What Are the Products of Neutralization?

               What Are the Properties of Bases?

               What Ions Do Acids and Bases Form in Water?

               Online Chapter Test

         Chapter 5 Introduction to Cells

            Chapter 5 Introduction to Cells Opener

               Touring Hooke's Crib Untamed Science

            Lesson 1 Discovering Cells

               Engage and Explore

                  Life at First Sight

                  What Can You See? Inquiry Warm-Up

               Explain and Elaborate

                  What Is the Cell Theory?
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  Using a Compound Microscope Pearson Flipped Video for Science™

                  Cell Theory Pearson Flipped Video for Science™
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  Comparing Cells

                  Observing Cells

                  Design and Build a Microscope Pre-Lab

                  Design and Build a Microscope Directed Inquiry

                  Design and Build a Microscope Open Inquiry
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Discovering Cells Active eBook Lsn

               Evaluate

                  Discovering Cells Lesson Quiz

                  Discovering Cells Online Lesson Quiz

            Lesson 2 Looking Inside Cells

               Engage and Explore

                  Glowing Globs

                  How Large Are Cells? Inquiry Warm-Up
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

               Explain and Elaborate

                  Plant and Animal Cells Compared Pearson Flipped Video for Science™
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 

                  Plant and Animal Cells
                    Curriculum Standards: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

                  Cells and Organisms Compared Pearson Flipped Video for Science™
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

                  Gelatin Cell Model Quick Lab
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  Multicellular Organisms Quick Lab
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. 

                  Build a Cell Virtual Lab
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. 

                  Looking Inside Cells Active eBook Lsn

               Evaluate

                  Looking Inside Cells Lesson Quiz

                  Looking Inside Cells Online Lesson Quiz

            Lesson 3 Bacterial Cells

               Engage and Explore

                  "Good" Germs

                  How Quickly Can Bacteria Multiply? Inquiry Warm-Up

               Explain and Elaborate

                  What Are Bacteria?
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment. 

                  How Do Bacteria Get Food, Get Energy, and Reproduce?
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment. 

                  What Is the Role of Bacteria in Nature?
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment. 

                  The Benefits of Bacteria
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Construct scientific arguments to support claims that bacteria are both helpful and harmful to other organisms and the environment. 

                  Classifying Bacteria Quick Lab

                  Comparing Disinfectants Pre-Lab

                  Comparing Disinfectants Directed Inquiry
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Comparing Disinfectants Open Inquiry
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Drawing Conclusions: Bacteria Quick Lab

                  Bacterial Cells Active eBook Lsn

               Evaluate

                  Bacterial Cells Lesson Quiz

                  Bacterial Cells Online Lesson Quiz

            Lesson 4 Cells and Homeostasis

               Engage and Explore

                  Worried Sick—Not Just an Expression

                  Homeostasis Inquiry Warm-Up

               Explain and Elaborate

                  How Cells Maintain Homeostasis
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

                  Diffusion and Homeostasis

                  Effect of Concentration on Diffusion Quick Lab
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

                  Investigating Cells and Homeostasis Virtual Lab

                  Cells and Homeostasis Active eBook Lsn

               Evaluate

                  Cells and Homeostasis Lesson Quiz

                  Cells and Homeostasis Online Lesson Quiz

            Lesson 5 Cell Division

               Engage and Explore

                  Cycling On
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  What Are the Yeast Cells Doing? Inquiry Warm-Up
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. 

               Explain and Elaborate

                  What Are the Functions of Cell Division?
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  What Happens During the Cell Cycle?
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  Cell Growth and Division
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  Observing Mitosis Quick Lab
                    Curriculum Standards: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 

                  Modeling Mitosis Quick Lab
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  How Does a Broken Bone Heal? Virtual Lab
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  Cell Division Active eBook Lsn

               Evaluate

                  Cell Division Lesson Quiz

                  Cell Division Online Lesson Quiz

            STEM

               The Cell Game STEM Activity
                 Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

            Chapter Assessments

               Printable Chapter Test

               How Do Cells Work Together in an Organism?

               How Do the Parts of a Cell Work?
                 Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 

               Plant and Animal Cells Interactivity

               What Compounds Do Cells Need? Summary

               What Is the Cell Theory? Summary
                 Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

               How Is Your Body Organized?

               Online Chapter Test

         Chapter 6 Introduction to Human Body

            Chapter 6 Introduction to Human Body Opener

               Keeping Cool and Staying Warm Untamed Science™ Video

            Lesson 1 Body Organization

               Engage and Explore

                  Medical Illustrator
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  How Is Your Body Organized? Inquiry Warm-Up
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

               Explain and Elaborate

                  The Human Body's Systems

                  From Cells to Organisms Pearson Flipped Video for Science™

                  Body Systems
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  Observing Cells and Tissues Quick Lab
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  Body Organization Active eBook Lsn

               Evaluate

                  Body Organization Lesson Quiz

                  Body Organization Online Lesson Quiz

            Lesson 2 System Interactions

               Engage and Explore

                  Do you hear in color?

                  How Does Your Body Respond? Inquiry Warm-Up

               Explain and Elaborate

                  How Do You Move?

                  Which Systems Move Materials in Your Body?

                  Which Systems Control Body Functions?

                  Body Systems in Action

                  Working Together, Act I Quick Lab

                  Working Together, Act II Quick Lab

                  A Look Beneath the Skin Pre-Lab

                  A Look Beneath the Skin Directed Inquiry
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  A Look Beneath the Skin Open Inquiry
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

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                  System Interactions Lesson Quiz

                  System Interactions Online Lesson Quiz

            Lesson 3 Homeostasis

               Engage and Explore

                  Worried Sick -- Not Just an Expression
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  Out of Balance Inquiry Warm-Up
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

               Explain and Elaborate

                  A Wrench in the System Real-World Inquiry

                  Maintaining an Internal Balance Pearson Flipped Video for Science™

                  Working to Maintain Balance Quick Lab

                  Testing a Training Plan Virtual Lab

                  Homeostasis Active eBook Lsn

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                  Homeostasis Lesson Quiz

                  Homeostasis Online Lesson Quiz

            Lesson 4 The Skeletal System

               Engage and Explore

                  Build a Skeleton

                  Know Your Bones

                  Hard as a Rock? Inquiry Warm-Up

               Explain and Elaborate

                  What Does the Skeleton Do?

                  What Role Do Joints Play?

                  What Are the Characteristics of Bones?

                  The Skeleton Quick Lab
                    Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  Observing Joints Quick Lab

                  Soft Bones? Quick Lab

                  Joints Virtual Lab

                  The Skeletal System Active eBook Lsn

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                  The Skeletal System Lesson Quiz

                  The Skeletal System Online Lesson Quiz

            Lesson 5 The Muscular System

               Engage and Explore

                  Muscle Blog

                  How Do Muscles Work? Inquiry Warm-Up

               Explain and Elaborate

                  What Muscles Are in Your Body?

                  How Do Skeletal Muscles Work?

                  Muscle Motion

                  Observing Muscle Tissue Quick Lab

                  Modeling How Skeletal Muscles Work Quick Lab

                  The Muscular System Active eBook Lsn

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                  The Muscular System Lesson Quiz

                  The Muscular System Online Lesson Quiz

            Lesson 6 The Integumentary System

               Engage and Explore

                  Would You Like to Be a Skin Doctor?

                  What Can You Observe About Skin? Inquiry Warm-Up

               Explain and Elaborate

                  What Are the Functions and Structures of the Skin?

                  How Can You Have Healthy Skin?

                  Sweaty Skin Quick Lab
                    Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

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                  The Integumentary System Lesson Quiz

                  The Integumentary System Online Lesson Quiz

            STEM

               Working Together is the Key STEM Activity

            Chapter Assessments

               Printable Chapter Test

               Body Systems Interactivity

               A Wrench in the System Real-World Inquiry

               What Nutrients Do You Need? Key Concept Summary

               What Are the Functions and Structures of the Skin?

               What Does the Skeleton Do?

               System Interactions Active eBook Lsn

               The Skeletal System Active eBook Lsn

               Online Chapter Test

         Chapter 7 Managing Materials in the Body

            Chapter 7 Managing Materials in the Body Opener

               Blood Lines Untamed Science™ Video

            Lesson 1 The Digestive System

               Engage and Explore

                  Nutrients at Work

                  Where Does Digestion Start? Inquiry Warm-Up

               Explain and Elaborate

                  Digestion Begins in Your Mouth Pearson Flipped Video for Science™

                  Radiant to Mechanical Energy Pearson Flipped Video for Science™
                    Curriculum Standards: Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants. Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. 

                  A Digestive Journey
                    Curriculum Standards: Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism. Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  Nutrient Identification Pre-Lab

                  Nutrient Identification Directed Inquiry

                  As the Stomach Churns Pre-Lab
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to test how varying the amount of force or mass of an object affects the motion (speed and direction), shape, or orientation of an object. 

                  As the Stomach Churns Directed Inquiry
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  As the Stomach Churns Open Inquiry
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  The Digestive System Active eBook Lsn

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                  The Digestive System Lesson Quiz

                  The Digestive System Online Lesson Quiz

            Lesson 2 The Circulatory System

               Engage and Explore

                  Your Heart, Your Health

                  The Heart

                  Observing a Heart Inquiry Warm-Up

               Explain and Elaborate

                  What Is the Role of the Cardiovascular System?

                  What Is the Role of the Heart?

                  How Does Blood Travel Through Your Body?

                  Direction of Blood Flow Quick Lab

                  Do You Know Your A-B-Os? Quick Lab

                  Circulatory System Virtual Lab

                  The Circulatory System Active eBook Lsn

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                  The Circulatory System Lesson Quiz

                  The Circulatory System Online Lesson Quiz

            Lesson 3 The Respiratory System

               Engage and Explore

                  The Breath of Life

                  The Respiratory System
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  How Big Can You Blow Up a Balloon? Inquiry Warm-Up

               Explain and Elaborate

                  Gas Exchange Art in Motion

                  Modeling Respiration Quick Lab
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  A Breath of Fresh Air Pre-Lab
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  A Breath of Fresh Air Directed Inquiry
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  A Breath of Fresh Air Open Inquiry
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

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                  The Respiratory System Lesson Quiz

                  The Respiratory System Lesson Quiz

            Lesson 4 The Excretory System

               Engage and Explore

                  Useful Urine

                  How Does Filtering a Liquid Change a Liquid? Inquiry Warm-Up

               Explain and Elaborate

                  Waste on the Way Out

                  What Is the Role of the Excretory System?

                  How Does Excretion Help Your Body Maintain Homeostasis?

                  Kidney Function Quick Lab

                  Perspiration Quick Lab

                  The Excretory System Active eBook Lsn

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                  The Excretory System Lesson Quiz

                  The Excretory System Online Lesson Quiz

            STEM

               Dialysis Works Too STEM Activity
                 Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

            Chapter Assessments

               Printable Chapter Test

               Enzyme Action Art in Motion

               Gas Exchange Art in Motion

               How Do the Small Intestine, Liver, and Pancreas Function? Key Concept

               Which Systems Move Materials in Your Body?
                 Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

               A Digestive Journey Virtual Lab

               The Excretory System Active eBook Lsn

               Online Chapter Test

         Chapter 8 Controlling Body Processes

            Chapter 8 Controlling Body Processes Opener

               Think Fast! Untamed Science™ Video

            Lesson 1 The Nervous System

               Engage and Explore

                  Wake Up!

                  The Nervous System

                  How Simple Is a Simple Task? Inquiry Warm-Up

               Explain and Elaborate

                  Sensing the World

                  How a Nerve Impulse Travels Art in Motion

                  How Does Your Knee React? Quick Lab

                  Working Together Quick Lab

                  Ready or Not! Pre-Lab
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Ready or Not! Directed Inquiry
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Ready or Not! Open Inquiry
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  The Nervous System Active eBook Lsn

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                  The Nervous System Lesson Quiz

                  The Nervous System Online Lesson Quiz

            Lesson 2 The Endocrine System

               Engage and Explore

                  The Cause of Acne

                  What's the Signal? Inquiry Warm-Up

               Explain and Elaborate

                  Nervous and Endocrine Systems  Pearson Flipped Video for Science™
                  Nervous and Endocrine Systems Pearson Flipped Video for Science™What is the connection between the nervous and endocrine systems? This video will help students find out. Using this video as direct instruction leaves more classroom time for inquiry and discussion.
                    Curriculum Standards: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. 

                  Negative Feedback in the Endocrine System
                    Curriculum Standards: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of plant, animal, and bacterial cells. 

                  Making Models: Hormones Quick Lab

                  Modeling Negative Feedback Pre-Lab
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Modeling Negative Feedback Directed Inquiry
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Modeling Negative Feedback Open Inquiry
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

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                  The Endocrine System Lesson Quiz

                  The Endocrine System Online Lesson Quiz

            Lesson 3 The Male and Female Reproductive Systems

               Engage and Explore

                  In Vitro Fertilization

                  What's the Big Difference? Inquiry Warm-Up

               Explain and Elaborate

                  What Are the Functions of the Reproductive Systems?

                  What Happens During the Menstrual Cycle?

                  Reproductive Anatomy
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Reproductive Systems Quick Lab

                  Looking at Hormone Levels Quick Lab

                  The Male and Female Reproductive Systems Active eBook Lsn

               Evaluate

                  The Male and Female Reproductive Systems Lesson Quiz

                  The Male and Female Reproductive Systems Online Lesson Quiz

            Lesson 4 Pregnancy and Birth

               Engage and Explore

                  Obstetrician

                  Prenatal Growth Inquiry Warm-Up

               Explain and Elaborate

                  What Happens Before Birth?

                  How Is the Embryo Protected and Nourished?

                  What Happens During Childbirth?

                  Stages of Prenatal Development

                  Way to Grow! Quick Lab

                  Egg-cellent Protection Quick Lab

                  Labor and Delivery Quick Lab

                  Pregnancy and Birth Active eBook Lsn

               Evaluate

                  Pregnancy and Birth Lesson Quiz

                  Pregnancy and Birth Online Lesson Quiz

            Lesson 5 The Body's Defenses

               Engage and Explore

                  The Kissing Disease

                  Immune Response
                    Curriculum Standards: Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. 

                  Which Pieces Fit Together? Inquiry Warm-Up

               Explain and Elaborate

                  What Is the Body's First Line of Defense?

                  What Are the Inflammatory and Immune Responses?

                  How Do Vaccines Work?

                  How Does a Disease Spread? Quick Lab

                  Stuck Together Quick Lab

                  The Skin as a Barrier Pre-Lab
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  The Skin as a Barrier Directed Inquiry
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  The Skin as a Barrier Open Inquiry
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

                  Vaccines and Populations Virtual Lab
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 

                  The Body's Defenses Active eBook Lsn

               Evaluate

                  The Body's Defenses Lesson Quiz

                  The Body's Defenses Online Lesson Quiz

            STEM

               Out of the Corner of Your Eye STEM Activity
                 Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). 

            Chapter Assessments

               Printable Chapter Test

               How Does the Endocrine System Function? Key Concept Summary

               Stages of Prenatal Development Interactivity

               What Happens During the Menstrual Cycle?

               What Is the Body's First Line of Defense?

               What Is the Role of the Central Nervous System? Key Concept Summary

               What Pathogens Cause Infectious Disease and How Are They Spread?

               Online Chapter Test

         Chapter 9 Genetics: The Science of Heredity

            Chapter 9 Genetics: The Science of Heredity Opener

               Where'd You Get Those Genes Untamed Science™ Video
                 Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

            Lesson 1 What Is Heredity?

               Engage and Explore

                  Almost Forgotten
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                  What Does the Father Look Like? Inquiry Warm-Up

               Explain and Elaborate

                  Defining Heredity Pearson Flipped Video for Science™
                    Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Observing Pistils and Stamens Quick Lab

                  Inferring the Parent Generation Quick Lab
                    Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  What Is Heredity? Active eBook Lsn

               Evaluate

                  What Is Heredity? Lesson Quiz

                  What Is Heredity? Online Lesson Quiz

            Lesson 2 Probability and Heredity

               Engage and Explore

                  Punnett Squares
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  What's the Chance? Inquiry Warm-Up
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

               Explain and Elaborate

                  Blue or Yellow Eyes?
                    Curriculum Standards: Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information. 

                  Coin Crosses Quick Lab
                    Curriculum Standards: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  Make the Right Call! Pre-Lab
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                  Make the Right Call Directed Inquiry
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Make the Right Call Open Inquiry
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Probability and Heredity Active eBook Lsn

               Evaluate

                  Probability and Heredity Lesson Quiz

                  Probability and Heredity Online Lesson Quiz

            Lesson 3 Patterns of Inheritance

               Engage and Explore

                  Cold, with a Chance of Males
                    Curriculum Standards: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Observing Traits Inquiry Warm-Up
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               Explain and Elaborate

                  How Are Most Traits Inherited? Key Concept Summary
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  How Do Genes and the Environment Interact?
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Patterns of Inheritance Quick Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Is it all in the Genes? Quick Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Genetic Crosses Virtual Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  Patterns of Inheritance Active eBook Lsn

               Evaluate

                  Patterns of Inheritance Lesson Quiz

                  Patterns of Inheritance Online Lesson Quiz

            Lesson 4 Chromosomes and Inheritance

               Engage and Explore

                  Chromosome Sleuth

                  Which Chromosome Is Which? Inquiry Warm-Up
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               Explain and Elaborate

                  Genes Are Made of DNA  Pearson Flipped Video for Science™
                  Genes Are Made of DNA Pearson Flipped Video for Science™What is the role of DNA in genes? This video will help students find out. Using this video as direct instruction leaves more classroom time for inquiry and discussion.
                    Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Asexual or Sexual Reproduction Pearson Flipped Video for Science™

                  Chromosomes and Inheritance Quick Lab
                    Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Modeling Meiosis Quick Lab Quick Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                  Comparing Meiosis and Mitosis Quick Lab

                  Chromosomes and Inheritance Active eBook Lsn

               Evaluate

                  Chromosomes and Inheritance Lesson Quiz

                  Chromosomes and Inheritance Online Lesson Quiz

            STEMQuest

               Funky Fruit STEMQuest Kick-Off
                 Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

               Funky Fruit STEMQuest Checklist

               Funky Fruit STEMQuest Rubric

               An Apple Lesson Check-In 1
                 Curriculum Standards: Develop and use models to compare structural adaptations and processes that flowering plants use for defense, survival and reproduction. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

               All in the Numbers Check-In 2
                 Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

               About Those Chromosomes Check-In 3
                 Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

               Reflect on Funky Fruits STEMQuest Findings
                 Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

            STEM

               We All Have It, So It Must Be Dominant! STEM Activity
                 Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

            Chapter Assessment

               Printable Chapter Test

               Mendel's Experiments 101
                 Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

               Online Chapter Test

         Chapter 10 DNA: The Code of Life

            Chapter 10 DNA: The Code of Life Opener

               Why Is This Lobster Blue? Untamed Science™ Video
                 Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

            Lesson 1 The Genetic Code

               Engage and Explore

                  DNA Debut

                  Can You Crack the Code? Inquiry Warm-Up
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               Explain and Elaborate

                  What Forms the Genetic Code?
                    Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. 

                  How Does DNA Copy Itself?

                  Understanding DNA Art in Motion

                  Modeling the Genetic Code Quick Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Guilty or Innocent? Pre-Lab
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  Guilty or Innocent? Directed Inquiry
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  Guilty or Innocent? Open Inquiry
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  The Genetic Code Active eBook Lsn

               Evaluate

                  The Genetic Code Lesson Quiz

                  The Genetic Code Online Lesson Quiz

            Lesson 2 How Cells Make Proteins

               Engage and Explore

                  Dinosaur Chicken?

                  What Is RNA? Inquiry Warm-Up

               Explain and Elaborate

                  How Does a Cell Make Proteins?

                  Defining Heredity Pearson Flipped Video for Science™
                    Curriculum Standards: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Modeling Protein Synthesis Quick Lab
                    Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  How Cells Make Proteins Active eBook Lsn

               Evaluate

                  How Cells Make Proteins Lesson Quiz

                  How Cells Make Proteins Online Lesson Quiz

            Lesson 3 Mutations

               Engage and Explore

                  Dairy DNA

                  Oops! Inquiry Warm-Up

               Explain and Elaborate

                  How Can Mutations Affect an Organism?

                  How Are Cancer, Mutations and Cell Cycle Related?
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  How Do Gene Mutations Occur? Pearson Flipped Video for Science™
                    Curriculum Standards: Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. Develop and use models to explain how mutations in DNA that occur during replication (1) can affect the proteins that are produced or the traits that result and (2) may or may not be inherited. Develop and use models to exemplify the changes that occur in a cell during the cell cycle (including changes in cell size, chromosomes, cell membrane/cell wall, and the number of cells produced) and predict, based on the models, what might happen to a cell that does not progress through the cycle correctly. 

                  Effects of Mutations Quick Lab

                  What Happens When There Are Too Many Cells? Quick Lab
                    Curriculum Standards: Obtain and communicate information to support claims that (1) organisms are made of one or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells. 

                  Mutations Active eBook Lsn

               Evaluate

                  Mutations Lesson Quiz

                  Mutations Online Lesson Quiz

            STEM

               The WWGP Is Coming STEM Activity
                 Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

            Chapter Assessment

               Printable Chapter Test

               DNA Replication

               How Can Mutations Affect an Organism?

               How Does a Cell Make Proteins?

               How Is Cancer Related to Mutations and the Cell Cycle?

               What Forms the Genetic Code?

               Plant and Animal Cells Interactivity

               How Are Chromosomes, Genes, and Inheritance Related? Summary
                 Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               Online Chapter Test

         Chapter 11 Human Genetics and Genetic Technology

            Chapter 11 Human Genetics and Genetic Technology Opener

               The Case of the X-Linked Gene Science™ Science
                 Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

            Lesson 1 Human Inheritance

               Engage and Explore

                  Blog
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  How Tall Is Tall? Inquiry Warm-Up
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               Explain and Elaborate

                  Alleles and Inheritance
                    Curriculum Standards: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). 

                  What Are Some Patterns of Human Inheritance?
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms. Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information. Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

                  What Are the Functions of Sex Chromosomes?
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  The Eyes Have It Quick Lab
                    Curriculum Standards: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). 

                  How Are Genes on Sex Chromosomes Inherited? Pre-Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  How Are Genes on Sex Chromosomes Inherited? Directed Inquiry
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  How Are Genes on Sex Chromosomes Inherited? Open Inquiry
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Human Inheritance Active eBook Lsn

               Evaluate

                  Human Inheritance Lesson Quiz

                  Human Inheritance Online Lesson Quiz

            Lesson 2 Human Genetic Disorders

               Engage and Explore

                  Doggie Diagnosis
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  How Many Chromosomes? Inquiry Warm-Up
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               Explain and Elaborate

                  How Are Genetic Disorders Inherited in Humans?
                    Curriculum Standards: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. 

                  How Are Genetic Disorders Traced, Diagnosed, and Treated?

                  What Went Wrong? Quick Lab
                    Curriculum Standards: Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. 

                  Family Puzzle Quick Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  Human Genetic Disorders Active eBook Lsn

               Evaluate

                  Human Genetic Disorders Lesson Quiz

                  Human Genetic Disorders Online Lesson Quiz

            Lesson 3 Advances in Genetics

               Engage and Explore

                  Zorses, Zonies, and Zedonks

                  What Do Fingerprints Reveal? Inquiry Warm-Up
                    Curriculum Standards: Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigation to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims. Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures. 

               Explain and Elaborate

                  How Can Organisms Be Produced with Desired Traits?
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Wild Cabbage

                  Understanding Genetic Engineering Art in Motion
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Selective Breeding Quick Lab
                    Curriculum Standards: Use mathematical and computational thinking to predict the probability of phenotypes and genotypes based on patterns of inheritance. Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and codominance). Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others. 

                  Advances in Genetics Active eBook Lsn

               Evaluate

                  Advances in Genetics Lesson Quiz

                  Advances in Genetics Online Lesson Quiz

            Lesson 4 Using Genetic Information

               Engage and Explore

                  Using Genetic Information After the Inquiry Warm-Up

               Explain and Elaborate

                  Freedom Fighters
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  Extraction in Action Quick Lab

                  DNA Fingerprinting Virtual Lab
                    Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

                  Using Genetic Information Active eBook Lsn

               Evaluate

                  What Are Some Uses of Genetic Information?
                    Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

                  DNA Fingerprinting Pearson Flipped Video for Science™
                    Curriculum Standards: Obtain, evaluate and communicate information on how biotechnology (including gel electrophoresis, plasmid-based transformation and DNA fingerprinting) may be used in the fields of medicine, agriculture, and forensic science. 

                  Using Genetic Information Lesson Quiz

                  Using Genetic Information Online Lesson Quiz

            STEM

               Tay-Sachs STEM Activity

            Chapter Assessment

               Printable Chapter Test

               Effects of Environment on Genetics Traits
                 Curriculum Standards: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics. Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually. 

               How Are Genetic Disorders Inherited in Humans?

               What Are Some Uses of Genetic Information?

               What Are the Functions of Sex Chromosomes?

               Using Genetic Information Key Concept Summary

               Human Genetic Disorders Active eBook Lsn

               Online Chapter Test

         Chapter 12 Populations and Communities

            Chapter 12 Populations and Communities Opener

               Clown(fish)ing Around Untamed Science

            Lesson 1 Living Things and the Environment

               Engage and Explore

                  Discovery: Love Song
                    Curriculum Standards: Develop and use models to classify organisms based on the current hierarchical taxonomic structure (including the kingdoms of protists, plants, fungi, and animals). Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                  What's in the Scene? Inquiry Warm-Up
                    Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

               Explain and Elaborate

                  Organisms and Their Environments

                  Levels of Organization Pearson Flipped Video for Science™
                    Curriculum Standards: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                  Parts of a Habitat
                    Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 

                  Organisms and Their Habitats Quick Lab

                  Organizing an Ecosystem Quick Lab
                    Curriculum Standards: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                  World in a Bottle Pre-Lab

                  World in a Bottle Directed Inquiry

                  World in a Bottle Open Inquiry

                  Living Things and the Environment Active eBook Lsn

               Evaluate

                  Living Things and the Environment Lesson Quiz

                  Living Things and the Environment Online Lesson Quiz

            Lesson 2 How Soil Forms

               Engage and Explore

                  Life Beneath Your Feet

                  What Is Soil? Inquiry Warm-Up

               Explain and Elaborate

                  What Is Soil?

                  Soil Layers

                  How Do Living Things Affect Soil?

                  The Contents of Soil Quick Lab

                  Investigating Soils and Drainage Pre-Lab

                  Investigating Soils and Drainage Directed Inquiry

                  Investigating Soils and Drainage Open Inquiry

                  Preventing Soil Erosion Virtual Lab

                  How Soil Forms Active eBook Lsn

               Evaluate

                  How Soil Forms Lesson Quiz

                  How Soil Forms Online Lesson Quiz

            Lesson 3 Populations

               Engage and Explore

                  Technology: Prairie Dog Picker-Upper
                    Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). 

                  Populations Inquiry Warm-Up
                    Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

               Explain and Elaborate

                  What Factors Limit Population Growth?
                    Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). 

                  Rabbit Population Growth
                    Curriculum Standards: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). 

                  How Do Populations Change in Size?
                    Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

                  Growing and Shrinking Quick Lab
                    Curriculum Standards: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors). Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

                  Elbow Room Quick Lab Quick Lab

                  Populations Active eBook Lsn

               Evaluate

                  Populations Lesson Quiz

                  Populations Online Lesson Quiz

            Lesson 4 Human Populations

               Engage and Explore

                  Dangerous Disease

                  Doubling Time Inquiry Warm-Up

               Explain and Elaborate

                  Birth Rate and Death Rate

                  Human Population Growth

                  Human Population Growth Quick Lab

                  Comparing Populations Quick Lab

                  Waste, Away! Directed Inquiry

                  Waste, Away! Open Inquiry

                  Waste, Away! Pre-Lab

                  Human Population Growth Virtual Lab

                  Human Populations Active eBook Lsn

               Evaluate

                  Human Populations Lesson Quiz

                  Human Populations Online Lesson Quiz

            Lesson 5 Interactions Among Living Things

               Engage and Explore

                  Fun Fact: Predator Power
                    Curriculum Standards: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism. 

                  Can You Hide a Butterfly? Inquiry Warm-Up
                    Curriculum Standards: Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. 

               Explain and Elaborate

                  What Are Competition and Predation?
                    Curriculum Standards: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. 

                  Animal Defense Strategies
                    Curriculum Standards: Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). Construct explanations of how animal responses (including hibernation, migration, grouping, and courtship) to environmental stimuli allow them to survive and reproduce. Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism. 

                  Niche vs. Habitat
                    Curriculum Standards: Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. 

                  Three Types of Symbiosis
                    Curriculum Standards: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. 

                  Adaptations for Survival Quick Lab
                    Curriculum Standards: Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. Construct explanations for how biological adaptations and genetic variations of traits in a population enhance the probability of survival in a particular environment. 

                  Competition and Predation Quick Lab
                    Curriculum Standards: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). 

                  Type of Symbiosis Quick Lab

                  Life on the Reef Virtual Lab
                    Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. Obtain and communicate information to support claims that living organisms (1) obtain and use resources for energy, (2) respond to stimuli, (3) reproduce, and (4) grow and develop. 

                  Interactions Among Living Things Active eBook Lsn

               Evaluate

                  Interactions Among Living Things Lesson Quiz

                  Interactions Among Living Things Online Lesson Quiz

            STEM

               That Can't Possibly Work STEM Activity
                 Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. 

            Chapter Assessments

               Printable Chapter Test

               Being Smart About Soil

               Soil Layers

               Exploring Environmental Impact Interactive Art

               Living Things and the Environment Key Concept Summary
                 Curriculum Standards: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

               How Do Populations Change in Size? Summary

               What Are Competition and Predation? Summary
                 Curriculum Standards: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships). 

               Parts of a Habitat Summary

               Inquiry Diagram

               Human Population Growth Key Concept Summary

               Human Populations Active eBook Lsn
                 Curriculum Standards: Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs. Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships between variables for models and investigations, or (4) use grade-level appropriate statistics to analyze data. 

               Online Chapter Test

         Chapter 13 Ecosystems and Biomes

            Chapter 13 Ecosystems and Biomes Opener

               Give Me That Carbon! Untamed Science™ Video

            Lesson 1 Energy Flow in Ecosystems

               Engage and Explore

                  I'll Have the Fish
                    Curriculum Standards: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species. 

                  Where Did Your Dinner Come From? Inquiry Warm-Up

               Explain and Elaborate

                  Energy Flow in Ecosystems Pearson Flipped Video for Science™

                  Observing Decomposition Quick Lab

                  Last Remains Pre-Lab

                  Last Remains Open Inquiry
                    Curriculum Standards: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved. Design and test devices that minimize or maximize heat transfer by conduction, convection, or radiation. Plan and conduct controlled scientific investigations to determine how changes in environmental factors (such as air, water, light, minerals, or space) affect the growth and development of a flowering plant. Analyze and interpret data to describe how plants respond to external stimuli (including temperature, light, touch, water, and gravity). 

                  Nutrients and Aquatic Organisms Virtual Lab
                    Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 

                  Energy Flow in Ecosystems Active eBook Lsn

               Evaluate

                  Energy Flow in Ecosystems Lesson Quiz

                  Energy Flow in Ecosystems Online Lesson Quiz

            Lesson 2 Cycles of Matter

               Engage and Explore

                  Cycles of Matter
                    Curriculum Standards: Construct explanations of the processes involved in the cycling of water through Earth?s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). 

                  Are You Part of a Cycle? Inquiry Warm-Up
                    Curriculum Standards: Construct explanations of the processes involved in the cycling of water through Earth?s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). 

               Explain and Elaborate

                  Biogeochemical Cycling
                    Curriculum Standards: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Develop and use models of the carbon cycle, which include the interactions between photosynthesis, cellular respiration and other processes that release carbon dioxide, to evaluate the effects of increasing atmospheric carbon dioxide on natural and agricultural ecosystems. Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases (such as carbon dioxide and methane) on the carbon cycle and global climate. 

                  Following Water Quick Lab
                    Curriculum Standards: Construct explanations of the processes involved in the cycling of water through Earth?s systems (including transpiration, evaporation, condensation and crystallization, precipitation, and downhill flow of water on land). 

                  Carbon and Oxygen Blues Quick Lab

                  Playing Nitrogen Cycle Roles Quick Lab
                    Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 

                  Matter and Energy In a Pond Virtual Lab
                    Curriculum Standards: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and pH) affects the characteristics of an ecosystem using evidence from soil profiles. 

                  Cycles of Matter Active eBook Lsn

               Evaluate

                  Cycles of Matter Lesson Quiz

                  Cycles of Matter Online Lesson Quiz

            Lesson 3 Biomes

               Engage and Explore

                  Biomes

                  How Much Rain Is That? Inquiry Warm-Up
                    Curriculum Standards: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

               Explain and Elaborate

                  Alpine Tundra Untamed Science™ Video

                  Grassland Habitats Pearson Flipped Video for Science™

                  Wild Cabbage

                  Inferring Forest Climates Quick Lab

                  From Microhabitats to Biomes Pre-Lab

                  From Microhabitats to Biomes Directed Inquiry
                    Curriculum Standards: Construct explanations for how climate is determined in an area (including latitude, elevation, shape of the land, distance from water, global winds, and ocean currents). Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations, communities, ecosystems, and biomes). 

                  Biomes Active eBook Lsn

               Evaluate

                  Biomes Lesson Quiz

                  Biomes Online Lesson Quiz

            Lesson 4 Aquatic Ecosystems

               Engage and Explore

                  Underwater Alvin

                  Where Does It Live? Inquiry Warm-Up

               Explain and Elaborate

                  The Two Major Aquatic Ecosystems Key Concept Summary

                  Wetland Restoration Virtual Lab
                    Curriculum Standards: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 

                  Aquatic Ecosystems Enrich

                  Aquatic Ecosystems Key Concept Summary

                  Deep Zone Discovery Apply It!

                  Dissolved Oxygen Quick Lab

                  Ocean Habitats Virtual Lab

                  Aquatic Ecosystems Active eBook Lsn

               Evaluate

                  Aquatic Ecosystems Lesson Quiz

                  Aquatic Ecosystems Online Lesson Quiz

            Lesson 5 Biodiversity

               Engage and Explore

                  Blog

                  How Much Variety Is There? Inquiry Warm-Up
                    Curriculum Standards: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth?s history. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 

               Explain and Elaborate

                  Importance of Biodiversity Pearson Flipped Video for Science™

                  Weeds of Mass Destruction

                  Modeling Keystone Species Quick Lab

                  Grocery Gene Pool Quick Lab
                    Curriculum Standards: Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. 

                  Humans and Biodiversity Quick Lab
                    Curriculum Standards: Construct explanations from evidence for how catastrophic events (including volcanic activities, earthquakes, climatic changes, and the impact of an asteroid/comet) may have affected the conditions on Earth and the diversity of its life forms. Construct and analyze scientific arguments to support claims that different types of fossils provide evidence of (1) the diversity of life that has been present on Earth, (2) relationships between past and existing life forms, and (3) environmental changes that have occurred during Earth?s history. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to support claims that natural and human-made factors can contribute to the extinction of species. 

                  Biodiversity Active eBook Lsn

               Evaluate

                  Biodiversity Lesson Quiz

                  Biodiversity Online Lesson Quiz

            Lesson 6 Changing Ecosystems

               Engage and Explore

                  Changing Ecosystems and Succession
                    Curriculum Standards: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. 

                  How Communities Change Inquiry Warm-Up
                    Curriculum Standards: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. 

               Explain and Elaborate

                  Succession in an Ecosystem Pearson Flipped Video for Science™

                  Ever Changing Lake

                  Primary and Secondary Succession
                    Curriculum Standards: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 

                  Primary or Secondary Quick Lab
                    Curriculum Standards: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem. Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. Obtain and communicate information to explain how the structural adaptations and processes of animals allow for defense, movement, or resource obtainment. 

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                    Curriculum Standards: Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams. 

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