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Prentice Hall: Science Explorer 2002Correlated to:

Massachusetts Science and Technology/Engineering Curriculum Framework, May 2001(Grades 6 - 8)

SE = Student Edition TE = Teachers Edition TR = Teaching Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer Series1

MASSACHUSETTS LEARNINGSTANDARDS

PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD BENCHMARK)

STRAND 1 EARTH SCIENCE

Mapping the Earth

1. Recognize, interpret, and be able to createmodels of the earths common physical featuresin various mapping representations, includingcontour maps. Choose a small area of unpaved, sloping groundin the schoolyard or a park. Create a scale contourmap of the area. Include true north and magneticnorth.

Earths Changing SurfaceSE: Chapter 1: Mapping Earths Surface, p.

G12 Section 1: Exploring Earths Surface,

p. G14 Section 4: Topographic Maps, p.

G29 Discover: What Is the Land Like

Around Your School?, p. G14 Discover: Can a Map Show Relief?,

p. G29 Sharpen Your Skills: Interpreting

Data, p. G31 Skills Lab: A Map in a Pan, p. G34 Interdisciplinary Activities: Math

Toolbox, p. G30TE: Building Inquiry Skills: Organizing

Information, p. G16, Classifying, p. G17,Making Models, p. G32, ExploringLandforms, p. G17

ISLM: G.1, Using a Topographic Map

Earths Changing SurfaceChapter 1: Mapping Earths Surface, p. G12SE: Section 1 Review, p. G18, Section 4

Review, p. G33, Analyze and Conclude,p. G34, Chapter 1 Assessment, pp. G36-37

TE: Ongoing Assessment, pp. G15, G17,G31, Performance Assessment, pp. G18,G33


Massachusetts Science and Technology/Engineering Curriculum Framework, May 2001, (Grades 68)




(Continued) 1. Recognize, interpret, and be able to createmodels of the earths common physical featuresin various mapping representations, includingcontour maps. Choose a small area of unpaved, sloping ground

in the schoolyard or a park. Create a scalecontour map of the area. Include true north andmagnetic north.

(Continued)TR: Sections 1-1, 1-4: Lesson Plan, Section

Summary, Enrich, pp. G13-16, G25-28SES: Book F, Inside Earth: Chapter 1, Book

H, Earths Waters: Chapter 1, Book I,Weather and Climate: Chapter 1






Earths Structure

2. Describe the layers of the solid earth,including the lithosphere, the hot convectingmantle, and the dense metallic core. Use a Styrofoam ball and paint to construct a

cross-section model of the earth.

Inside EarthSE: Chapter 1: Plate Tectonics, p. F14

Section 1: Earths Interior, p. F16 Discover: How Do Scientists

Determine Whats Inside Earth, p.F16

Sharpen Your Skills: Creating DataTables, p. F21

Exploring: Earths Interior, p. F22 Interdisciplinary Activities: Language

Arts, p. F19TE: Inquiry Challenge, p. F18, Using the

Visuals, p. F19, Building Inquiry Skills:Comparing and Contrasting, p. F20,Demonstration, pp. F21, F22, IntegratingPhysics, p. F23

TR: Section 1-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. F15-18

SES: Book N, Electricity and Magnetism:Chapter 1

Inside EarthChapter 1: Plate Tectonics, p. F14SE: Section 1 Review, p. F24, Chapter 1

Assessment, pp. F50-F51TE: Ongoing Assessment, pp. F17, F19,

F21, F23, Performance Assessment, p.F24






Heat Transfer in the Earths System

3. Differentiate among radiation, conduction,and convection, the three mechanisms bywhich heat is transferred through the earthssystem. Investigate the movement of a drop of food

coloring placed in water, with and without a heatsource, and in different positions relative to aheat source.


Section 2: Convection Currents in theMantle, p. F25

Discover: How Can Heat CauseMotion in a Liquid?, p. F25

TE: Demonstration, p. F26, Building Inquiryskills: Observing, p. F26

TR: Section 1-2: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. F19-22

SES: Book M, Motion, Forces, and Energy:Chapter 6

Weather and ClimateSE: Chapter 2: Weather Factors, p. I40

Section 2: Heat Transfer, p. I48 Discover: What Happens When Air is

Heated?, p. I48 Try This: Temperatures at Two

Heights, p. I50TE: Demonstration, p. I49, Building Inquiry

Skills: Calculating, p. I49, Inquiry, p.I50

TR: Section 2-2: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. I45-48

Inside EarthChapter 1: Plate Tectonics, p. F14SE: Section 2 Review, p. F27, Chapter 1

Assess., pp. F49-51TE: Perf. Assess, p. F27Weather and ClimateChapter 2: Weather Factors, p. I40SE: Section 2 Review, p. I51, Chapter 2

Assess., p. I71TE: Ongoing Assessment, p. I49, Performance

Assessment, p. I51






4. Explain the relationship among the energyprovided by the sun, the global pat-terns ofatmospheric movement, and the temperaturedifferences among water, land, andatmosphere. Note the relationship between global wind

patterns and ocean current patterns.

Weather and ClimateSE: Chapter 2: Weather Factors, p. I40

Section 1: Energy in the Atmosphere,p. I42

Section 3: Winds, p. I52 Discover: Does a Plastic Bag Trap

Heat?, p. I42 Discover: Which Way Does the

Wind Turn?, p. I52 Skills Lab: Heating Earths Surface,

p. I46 Real-World Lab: Wheres the

Wind?, p. I54 Interdisciplinary Activities: Social

Studies, p. I58 Try This: Build a Wind Vane, p. I53

TE: Integrating Physics, p. I43, ExploringEnergy in the Atmosphere, p. I44,Demonstration, pp. I53, I57, IncludingAll Students, pp. I56, I58

TR: Sections 2-1, 2-3: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. I41-44, I49-48, Skills Lab/Real-World, pp. I61-63, I64-65

SES: Book O, Sound and Light: Chapters 3and 4

Weather and ClimateChapter 2: Weather Factors, p. I40SE: Section 1 Review, p. I45, Section 2

Review, p. I51, Analyze and Conclude,pp. I47, I55, Chapter 2 Assess., pp. I71-73

TE: Ongoing Assessment, pp. I43, I57, I59,Performance Assessment pp. I45, I60






Earths History

5. Describe how the movement of the earthscrustal plates causes both slow changes in theearths surface (e.g., formation of mountainsand ocean basins) and rapid ones (e.g.,volcanic eruptions and earth-quakes). Use the Pangaea map to understand plate

movement. Research and map the location of volcanic orearthquake activity. Relate these locations to thelocations of the earths tectonic plates.


Section 5: The Theory of PlateTectonics, p. F42

Discover: How Well Do theContinents Fit Together?, p. F42

Sharpen Your Skills: Predicting, p.F43

Skills Lab: Hot Plates, p. F48 Exploring: Plate Tectonics, p. F44

Chapter 2: Earthquakes, p. F52 Section 1: Earths Crust in Motion,

p. F54 Discover: How Does Stress Affect

Earths Crust?, p. F54 Sharpen Your Skills: Measuring, p.

F59 Try This: Its a Stretch, p. F55 Skills Lab: Modeling Movement

Along Faults, p. F62Chapter 3: Volcanoes

Section 1: Volcanoes and PlateTectonics, p. F88

Discover: Where Are VolcanoesFound on Earths Surface?, p. F88

Try This: Hot Spot in a Box, p. F91

Inside EarthChapter 1: Plate Tectonics, p. F14SE: Section 5 Review, p. F47, Analyze and

Conclude, p. F48, Chapter 1 Assessment,pp. F50-51

TE: Ongoing Assessment, pp. F43, F45,Performance Assessment, p. F47

Chapter 2: Earthquakes, p. F52SE: Section 1 Review, p. F61, Analyze and

Conclude, p. F63, Chapter 2 Assessment,pp. F84-85

Chapter 3: Volcanoes, p. F86SE: Section 1 Review, p. F91, Analyze andConclude, p. F92, Chapter 3 Assessment, pp.F114-115






(Continued)5. Describe how the movement of the earthscrustal plates causes both slow changes in theearths surface (e.g., formation of mountainsand ocean basins) and rapid ones (e.g.,volcanic eruptions and earth-quakes). Use the Pangaea map to understand plate

movement. Research and map the location of volcanic or

earthquake activity. Relate these locations to thelocations of the earths tectonic plates.

(Continued) Skills Lab: Mapping Earthquakes and

Volcanoes, p. F92 Interdisciplinary Activities: Language

Arts, p. F89TE: Inquiry Challenge, pp. F43, F44, F60,

Demonstration, p. F44, Using theVisuals, p. F44, Building Inquiry Skills:Applying Concepts, p. F56, Comparingand Contrasting, p. F58, Including AllStudents, pp. F57, F90, Real-LifeLearning, p. F59

ISLM: F.1, Mapping a Future WorldTR: Sections 1-5, 2-1, 3-1: Lesson Plan,

Section Summary, Review and Reinforce,Enrich, pp. F31-34, F47-50, F75-78,Skills Lab blackline masters, pp. F38-39,F63-64, F91-93

SES: Book M, Motion, Forces, and Energy:Chapter 2






6. Describe and give examples of ways inwhich the earths surface is built up and torndown by natural processes, includingdeposition of sediments, rock formation,erosion, and weathering. Observe signs of erosion and weathering in local

habitats and note seasonal changes. Visit local sites following storm events andobserve changes.

Earths Changing SurfaceSE: Chapter 3: Erosion and Deposition, p.

G64 Section 1: Changing Earths Surface,

p. G66 Section 2: Water Erosion, p. G72 Discover: How Does Gravity Affect

Materials on a Slope?, p. G66 Discover: How Does Moving Water

Wear Away Rocks?, p. G72 Sharpen Your Skills: Observing, p.

G69 Try This: Raindrops Falling, p. G74 Skills Lab: Sand Hills, p. G70 Real-World Lab: Streams in Action,

p. G82 Interdisciplinary Activities: Science

and Society, p. G84Chapter 2: Weathering and Soil Formation, p.

G38 Section 1: Rocks and Weathering, p.

G40 Discover: How Fast Can It Fizz?, p.

G40 Try This: Rusting Away, p. G44 Skills Lab: Rock Shake, p. G46 Interdisciplinary Activities: Science

and Society, p. G48

Earths Changing SurfaceChapter 3: Erosion and Deposition, p. G64SE: Section 1 Review, p. G69, Section 2

Review, p. G81, Analyze and Conclude,p. G71, G83, Chapter 3 Assessment, pp.G102-103

TE: Ongoing Assessment, pp. G67, G73,G75, G77, G79, PerformanceAssessment, pp. G69, G81

Chapter 2: Rocks and Weathering, p. G40SE: Section 1 Review, p. G45, Analyze and

Conclude, p. G47, Chapter 2Assessment, pp. G62-63

TE: Ongoing Assessment, pp. G41, G43,Performance Assessment, p. G45






(Continued)6. Describe and give examples of ways inwhich the earths surface is built up and torndown by natural processes, includingdeposition of sediments, rock formation,erosion, and weathering. Observe signs of erosion and weathering in local

habitats and note seasonal changes. Visit local sites following storm events and

observe changes.

(Continued)TE: Demonstration, pp. G41, G73,

Integrating Physics, p. G43, BuildingInquiry Skills: Designing Experiments,p. G42, Real-Life Learning, pp. G43,G73, G76, G79, Inquiry Challenge, pp.G45, G75, G76, G80, Including AllStudents, pp. G74, G79, using theVisuals: Figure 9, p. G75, Figure 12, p.G77, Integrating Chemistry, p. G80

ISLM: G.2, Investigating Soils and DrainageTR: Sections 2-1, 3-1, 3-2: Lesson Plan,

Section Summary, Review and Reinforce,Enrich, pp. G41-44, G65-68, G69-72,Skills Lab blackline masters, pp. G53-55,G89-90, Real-World Lab blacklinemasters, pp. G91-93

SES: Book H, Earths Waters: Chapters 1, 2,and 3, Book L, Chemical Interactions:Chapter 3






7. Explain and give examples of how physicalevidence, such as fossils and surface featuresof glaciation, supports theories that the earthhas evolved over geologic time. Make a timeline showing index fossils. Discuss

which of these fossils are actually found in NewEngland. Discuss why some may be missingfrom local rocks.

Earths Changing SurfaceSE: Chapter 3: Erosion and Deposition, p.

G64 Section 4: Glaciers, p. G89 Discover: How Do Glaciers Change

the Land?, p. G89Chapter 4: A Trip Through Geologic Time, p.G104

Section 1: Fossils, p. G106 Discover: Whats in a Rock?, p.

G106 Try This: Sweet Fossils, p. G108

TE: Building Inquiry Skills: DesigningExperiments, p. G90, Observing, p. G91,Making Models, p. G108, Inferring, p.G109, Comparing and Contrasting, p.G110, Inquiry Challenge, p. G110,Demonstration, pp. G92, G107,

TR: Sections 3-4, 4-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. G77-80, G101-104

SES: Book H, Earths Waters: Chapter 2,Book F, Inside Earth: Chapter 5, BookK, Chemical Building Blocks: Chapter 4,Book C, Cells and Heredity: Chapter 5

Earths Changing SurfaceChapter 3: Erosion and Deposition, p. G64SE: Section 4, p. G93, Chapter 3

Assessment, pp. G102-103TE: Ongoing Assessment, p. G91,

Performance Assessment, p. G88

A Trip Through Geologic Time, p. G104SE: Section 1 Review, p. G112, Chapter 4

Assessment, pp. G142-143TE: Ongoing Assessment, pp. G107, G109,

G111, Performance Assessment, p. G112






The Earth in the Solar System

8. Recognize that gravity is a force that pullsall things on and near the earth toward thecenter of the earth. Gravity plays a major rolein the formation of the planets, stars, andsolar system and in determining their motions. Observe the speed at which objects of various

mass drop from a common height.

AstronomySE: Chapter 2: The Solar System, p. J48

Section 1: Observing the SolarSystem, p. J50

Discover: How Do Mass and SpeedAffect an Objects Motion?, p. J50

Try This: A Loopy Ellipse, p. J53TE: Building Inquiry Skills: Comparing and

Contrasting, p. J52, Modeling, p. J52,Including All Students, p. J52

TR: Section 2-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. J41-44

AstronomyChapter 2: The Solar System, p. J48SE: Section 1 Review, p. J55, Chapter 2

Assessment, pp. J90-91TE: Ongoing Assessment, pp. J51, J53,

Performance Assessment, p. J55

9. Describe lunar and solar eclipses, theobserved moon phases, and tides. Relate themto the relative positions of the earth, moon,and sun. Use globes and a light source to explain whyhigh tides on two successive mornings aretypically about 25 hours (rather than 24) apart.

AstronomySE: Chapter 1: Earth, Moon, and Sun, p. J12

Section 1: Earth in Space, p. J14 Section 2: Phases, Eclipses, and

Tides, p. J24 Discover: Why Does Earth Have Day

and Night?, p. J14 Discover: How Does the Moon

Move?, p. J24 Sharpen Your Skills: Calculating, p.

J15 Sharpen Your Skills: Making

Models, p. J28

AstronomyChapter 1: Earth, Moon, and Sun, p. J12SE: Section 1 Review, p. J21, Section 2

Review, p. J34, Analyze and Conclude,pp. J23, J31, Chapter 1 Assessment, pp.J46-47

TE: Ongoing Assessment, pp. J15, J17, J19,J25, J27, J29, J33, PerformanceAssessment, p. J21, J34






(Continued)9. Describe lunar and solar eclipses, theobserved moon phases, and tides. Relate themto the relative positions of the earth, moon,and sun. Use globes and a light source to explain why

high tides on two successive mornings aretypically about 25 hours (rather than 24) apart.

(Continued) Skills Lab: Reasons for Seasons, p.

J22 Skills Lab: A Month of Phases, p.

J30TE: Building Inquiry Skills: Comparing and

Contrasting, p. J18, Making Models, p.J32, Predicting, p. J32, Demonstrations,pp. J16, J19, Inquiry Challenge, pp. J20,J26, J33

ISLM: Lab J.1, Constructing a FoucaltPendulum

TR: Sections 1-1, 1-2: Lesson Plan, SectionSummary, Enrich, pp. J13-16, J17-20

SES: Book A, From Bacteria to Plants:Chapter 5, Book B, Animals: Chapter 5,Book M, Motion, Forces, and Energy:Chapter 3, Book E, EnvironmentalScience: Chapter 5, Book H, EarthsWaters: Chapter 4






10. Compare and contrast properties andconditions of objects in the solar system (i.e.,sun, planets, and moons) to those on Earth(i.e., gravitational force, distance from the sun,speed, movement, temperature, andatmospheric conditions). Using light objects such as balloons or

basketballs, and heavy objects such as rocks,make models that show how heavy a 1 kg.pumpkin would seem to you on the surface of themoon, Mars, Earth, and Jupiter.

AstronomySE: Chapter 2: The Solar System, p. J48

Section 3: The Inner Planets, p. J62 Section 4: The Outer Planets, p. J70 Discover: How Does Mars Look

From Earth?, p. J62 Discover: How Large Are the Outer

Planets?, p. J70 Sharpen Your Skills: Graphing, p.

J65 Try This: Remote Control, p. J68 Try This: Model Saturn, p. J73 Skills Lab: Speeding Around the

Sun, p. J78 Interdisciplinary Activities: Music, p.

J66 Interdisciplinary Activities: Language

Arts, p. J75TE: Integrating Earth Science, p. J63,

Demonstration, p. J65, Building InquirySkills: Observing, p. J64, p. J68,Making Models, p. J72, Relating Causeand Effect, p. J76, Using the Visuals, p.J74, Language Arts, p. J75

TR: Sections 2-3, 2-4: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. J49-52, J53-56, Skills Lab blacklinemasters, pp. J67-69

SES: Book F, Inside Earth: Chapter 1

AstronomyChapter 2: The Solar System, p. J48SE: Section 3 Review, p. J69, Section 4

Review, p. J77, Analyze and Conclude,p. J79, Chapter 2 Assessment, pp. J90-91

TE: Ongoing Assessment, pp. J63, J65, J67,J71, J73, J75, Performance Assessment,p. J69, J77






11. Explain how the tilt of the earth and itsrevolution around the sun result in an unevenheating of the earth, which in turn causes theseasons.

AstronomySE: Chapter 1: Earth, Moon, and Sun, p. J12

Section 1: Earth in Space, p. J14 Discover: Why Does Earth Have Day

and Night?, p. J14 Sharpen Your Skills: Calculating, p.

J15 Skills Lab: Reasons for Seasons, p.

J22TE: Building Inquiry Skills: Comparing and

Contrasting, p. J18, Demonstrations, pp.J16, J19, Inquiry Challenge, pp. J20

ISLM: Lab J.1, Constructing a FoucaltPendulum

TR: Section 1-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. J13-16

SES: Book A, From Bacteria to Plants:Chapter 5, Book B, Animals: Chapter 5

AstronomyChapter 1: Earth, Moon, and Sun, p. J12SE: Section 1 Review, p. J21, Analyze and

Conclude, pp. J23, Chapter 1Assessment, pp. J46-47

TE: Ongoing Assessment, pp. J15, J17, J19,Performance Assessment, p. J21






12. Recognize that the universe contains manybillions of galaxies, and that each galaxycontains many billions of stars. Count the number of stars you can see with yournaked eye in a small group such as the Pleiades.Repeat with low power binoculars. Repeat againwith telescope or powerful binoculars. Research thenumber of stars present. Discuss the meaning ofyour answers.

AstronomySE: Chapter 3: Stars, Galaxies, and the

Universe, p. J92 Section 4: Star Systems and

Galaxies, p. J117 Section 5: History of the Universe, p.

J121 Discover: Why Does the Milky Way

Look Hazy?, p. J117 Discover: How Does the Universe

Expand?, p. J121 Try This: A Spiral Galaxy, p. J119

TE: Inquiry Challenge, p. J118, BuildingInquiry Skills: Communicating, p. J124

TR: Sections 3-4, 3-5: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. J89-92, J93-96

SES: Book A, From Bacteria to Plants:Chapter 1

AstronomyChapter 3: Stars, Galaxies, and the Universe, p.J92SE: Section 4 Review, p. J120, Section 5

Review, p. J124, Chapter 3 Assessment,pp. J126-127

TE: Ongoing Assessment, p. J123,Performance Assessment, pp. J120, J124






STRAND 2 LIFE SCIENCE (BIOLOGY)

Classification of Organisms

1. Classify organisms into the currentlyrecognized kingdoms according tocharacteristics that they share. Be familiar withorganisms from each kingdom.

From Bacteria to PlantsSE: Chapter 1: Living Things, p. 14

Section 3: Classifying Organisms, p.A28

Section 4: The Six Kingdoms, p.A40

Sharpen Your Skills: Observing, p.A32

Discover: Can You Organize a JunkDrawer?, p. A28

Discover: Which Organism GoesWhere?, p. A40

Interdisciplinary Activities: LanguageArts, p. A30

Real-World Lab: Living Mysteries,p. A38

TE: Inquiry Challenge, p. A29, A31, Real-Life Learning, p. A41, Demonstration, p.A42

ISLM: A.1, Developing a Classification forSeeds

TR: Sections 1-3, 1-4: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. A23-26, pp. A27-30, Real World LabBlackline masters, pp. A33-35

From Bacteria to PlantsChapter 1: Living Things, p. 14SE: Section 3: Review, p. A37, Section 4:

Review, p. A42, Analyze and Conclude,p. A39, Chapter 1 Assessment, p. A44-45

TE: Ongoing Assessment, pp. A29, A31,A33, A35, A41, PerformanceAssessment, pp. A37, A42






(Continued)1. Classify organisms into the currentlyrecognized kingdoms according tocharacteristics that they share. Be familiar withorganisms from each kingdom.

(Continued)SES: Book E, Environmental Science: Chapter

2, Book K Chemical Building Blocks:Chapter 3

Structure and Function of Cells

2. Recognize that all organisms are composedof cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. Inthese single-celled organ-isms, one cell mustcarry out all of the basic functions of life. Observe, describe, record, and compare a varietyof unicellular organisms found in aquaticecosystems.

From Bacteria to PlantsSE: Chapter 3: Protists and Fungi, p. A78

Section 1: Protists, p. A80 Discover: What Lives in a Drop of

Pond Water?, p. A80 Sharpen Your Skills: Predicting, p.

A87 Try This: Feeding Paramecia, p. A84 Exploring: Protozoans, p. A82

SE: Chapter 2: Viruses and Bacteria, p. A 46 Section 2: Bacteria, p. A 56 Discover: How Quickly Can Bacteria

Multiply?, p. A 56 Sharpen Your Skills: Graphing, p. A

59 Try This: Bacteria for Breakfast, p. A

61 Interdisciplinary Activities: Bacteria

and the Foods of the World, p. A 62 Real-World Lab: Do Disinfectants

Work?, p. A 66

From Bacteria to PlantsChapter 3: Protists and Fungi, p. A78SE: Section 1: Review, p. A89, Analyze and

Conclude, p. A93, Chapter 3Assessment, p. A106-107

TE: Ongoing Assessment, pp. A81, A83,A85, A87, Performance Assessment, p.A89

Chapter 2: Viruses and Bacteria, p. A46SE: Section 2: Review, p. A65, Analyze and








(Continued)2. Recognize that all organisms are composedof cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. Inthese single-celled organ-isms, one cell mustcarry out all of the basic functions of life. Observe, describe, record, and compare a variety

of unicellular organisms found in aquaticecosystems.

(Continued)TE: Inquiry Challenge, pp. A81, A83, A86;

Building Inquiry Skills: Making Models,pp. A85, A86, Classifying, p. A 57,Designing Experiments, p. A 60,Drawing Conclusions, p. A 63,Demonstration, pp. A64, A88

ISLM: A.3, Comparing Protists, A.2,Eubacteria That Dine on Vegetables

TR: Sections 3-1, 2-2: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. A47-50, A71-74, Real-World LabBlackline masters, pp. A79-80, A57-59

SES: Book H, Earths Waters: Chapters 1, 5

Please note: see also Cells and Heredity, Chapter1: Cell Structure and Function, Section 2:Looking Inside Cells, and Section 4: The Cell inits Environment.






3. Compare and contrast plant and animalcells, including major organelles (cellmembrane, cell wall, nucleus, cytoplasm,chloroplasts, mitochondria, vacuoles). Observe a range of plant and animal cells to

identify the cell wall, cell membrane,chloroplasts, vacuoles, nucleus, and cytoplasmwhen present.

Cells and HereditySE: Chapter 1: Cell Structure and Function,

p. C14 Section 2: Looking Inside Cells, p.

C23 Discover: How Large Are Cells?, p.

C23 Try This: Gelatin Cell, p. C29 Skills Lab: A Magnified View of

Life, p. C32 Interdisciplinary Activities: Language

Arts, p. C25 Exploring: Plants and Animal Cells,

p. C26TE: Building Inquiry Skills: Comparing and

Contrasting, p. C25, Observing, p. C30,Including All Students, p. C27,Demonstrations, pp. C27, C30, InquiryChallenge, p. C28

ISLM: C.1 Cell Membranes and PermeabilityTR: Section 1-2: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. C19-22, Skills Lab Blacklinemasters, pp. C31-32

SES: Book A, From Bacteria to Plants,Chapter 2

Cells and HeredityChapter 1: Cell Structure and Function, p. C14SE: Section 2: Review, p. C31, Analyze and

Conclude, p. C32, Chapter 1Assessment, p. C46-47

TE: Ongoing Assessment, pp. C25, C27,C29, Performance Assessment, p. C31






4. Recognize that within cells, many of thebasic functions of organisms (e.g., extractingenergy from food and getting rid of waste) arecarried out. The way in which cells function issimilar in all living organisms.

Cells and HereditySE: Chapter 2: Cell Processes and Energy, p.

C48 Section 1: Photosynthesis, p. C50 Section 2: Respiration, p. C55 Discover: Where Does the Energy

Come From?, p. C50 Discover: What Is a Product of

Respiration?, p. C55 Sharpen Your Skills: Inferring, p.

C52 Interdisciplinary Activities: Social

Studies, p. C58 Real-World Lab: Gases in Balance,

p. C60TE: Demonstration, p. C51, Building Inquiry

Skills: Observing, p. C52, MakingModels, p. C53, Inquiry Challenge, p.C57

ISLM: C.2, Stomata FunctionsTR: Sections 2-1, 2-2: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. C43-46, C47-50, Real-World LabBlackline masters, pp. C59-60

SES: Book 0, Sound and Light: Chapter 3,Book A, From Bacteria to Plants:Chapter 4, Book D, Human Biology&Health: Chapters 3, 5

Cells and HeredityChapter 2: Cell Processes and Energy, p. C48SE: Section 1: Review, p. C54, Section 2:

Review, p. C48, Analyze and Conclude,p. C60, Chapter 2 Assessment, pp. C76-77

TE: Ongoing Assessment, pp. C51, C53,C57, Performance Assessment, pp. C54,C59






Systems in Living Things.

5. Describe the hierarchical organization ofmulticellular organisms from cells to tissues toorgans to systems to organisms.

AnimalsSE: Chapter 1: Sponges, Cnidarians, and

Worms, p. B14 Section 1: What is an Animal?, p.

B16 Discover: Is It an Animal?, p. B16 Sharpen Your Skills: Inferring, p.

B20 Try This: Get Moving, p. B18

TE: Including All Students, p. B17, BuildingInquiry Skills: Problem Solving, p. B19,Classifying, p. B20, Inquiry Challenge,p. B21

TR: Section 1-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. B17-20

From Bacteria to PlantsChapter 2: Viruses and Bacteria, p. A46

Section 2: Bacteria, p. A56 Discover: How Quickly Can Bacteria

Multiply?, p. A56 Sharpen Your Skills: Graphing, p.

A59 Try This: Bacteria for Breakfast, p.

A61

AnimalsChapter 1: Sponges, Cnidarians, and Worms, p.B14SE: Section 1: Review, p. B22, Chapter 1

Assessment, pp. B44-45TE: Ongoing Assessment, pp. B17, B19,

B21, Performance Assessment, p. B22From Bacteria to PlantsChapter 2: Viruses and Bacteria, p. A46SE: Section 2: Review, p. A65, Analyze and


TE: Ongoing Assessment, pp. A57, A59, A61,A63, Performance Assessment, p. A65






(Continued)5. Describe the hierarchical organization ofmulticellular organisms from cells to tissues toorgans to systems to organisms.

(Continued) Interdisciplinary Activities: Bacteria

and the Foods of the World, p. A62 Real-World Lab: Do Disinfectants

Work?, p. A66TE: Inquiry Challenge, pp. A81, A83, A86;

Building Inquiry Skills: Making Models,pp. A85, A86, Classifying, p. A 57,Designing Experiments, p. A 60,Drawing Conclusions, p. A63,Demonstration, pp. A64, A88


TR: Sections 2-2: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. A47-50, Real-World Lab Blacklinemasters, pp. A57-59

SES: Book H, Earths Waters: Chapter 1

Please note: see also Cells and Heredity: Chapter2: Cell Processes and Energy, Section 3: CellDivision






6. Identify the general functions of the majorsystems of the human body (digestion,respiration, reproduction, circulation,excretion, protection from disease, andmovement, control, and coordination) anddescribe ways that these systems interact witheach other.

Human Biology and HealthSE: Chapter 1: Healthy Body Systems, p.

D14 Section 1: How the Body Is

Organized, p. D16 Section 2: Keeping the Body in

Balance, p. D23 Sharpen Your Skills: Interpreting

Data, p. D24 Discover: How Do You Lift Books?,

p. D16 Discover: What Happens When You

Are Startled?, p. D23 Try This: How Is a Book

Organized?, p. D18 Real-World Lab: A Body of

Knowledge, p. D22 Interdisciplinary Activities: Language

Arts, p. D26TE: Building Inquiry Skills: Making Models,

p. D17, Observing, p. D18ISLM: D.1, Exploring Body Tissues and Body

Systems, p. D19TR: Sections 1-1, 1-2: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. D15-18, D19-22, Real-World LabBlackline masters, pp. D27-29

SES: Book K, Chemical Building Blocks:Chapter 2

Human Biology and HealthChapter 1: Healthy Body Systems, p. D14SE: Section 1: Review, p. D21, Section 2:

Review, p. D27, Analyze and Conclude,p. D22, Chapter 1 Assessment, pp. D34-35

TE: Ongoing Assessment, pp. D17, D19, D25,Performance Assessment, pp. D21, D27






(Continued)6. Identify the general functions of the majorsystems of the human body (digestion,respiration, reproduction, circulation,excretion, protection from disease, andmovement, control, and coordination) anddescribe ways that these systems interact witheach other.

(Continued)Please note: see also Human Biology and Health,Chapter 2: Bones, Muscles, and Skin, Chapter 3:Food and Digestion, Chapter 4: Circulation,Chapter 5: Respiration and Excretion, Chapter 6:Fighting Disease, Chapter 7: The NervousSystem, and Chapter 8: The Endocrine Systemand Reproduction.

Reproduction and Heredity

7. Recognize that every organism requires a setof instructions that specifies its traits. Theseinstructions are stored in the organ-ismschromosomes. Heredity is the pas-sage of theseinstructions from one generation to another.

Cells and HereditySE: Chapter 3: Genetics: The Science of

Heredity, p. C78 Section 3: The Cell and Inheritance,

p. C96 Discover: Which Chromosome Is

Which?, p. C96 Exploring: Meiosis, p. C99 Chapter 4: Modern Genetics, p. C110 Section 1: Human Inheritance, p.

C112 Discover: How Tall Is Tall?, p.

C112 Try This: The Eyes Have It, p. C114 Exploring: A Pedigree, p. C118

TE: Inquiry Challenge, p. C97, BuildingInquiry Skills: Making Models, p. C98,Observing, p. C99, Including AllStudents, pp. C100, C117

Cells and HeredityChapter 3: Genetics: The Science of Heredity, p.C78SE: Section 1: Review, p. C100, Chapter 3

Assessment, p. C108-109TE: Ongoing Assessment, pp. C97, C99,

Performance Assessment, p. C93Chapter 4: Modern Genetics, p. C112SE: Section 1: Review, p. C118, Chapter 4

Assessment, pp. C136-137TE: Ongoing Assessment, pp. C113, C115,

C117, Performance Assessment, p. C118






(Continued)7. Recognize that every organism requires a setof instructions that specifies its traits. Theseinstructions are stored in the organ-ismschromosomes. Heredity is the pas-sage of theseinstructions from one generation to another.

(Continued)ISLM: C.3, Chromosomes and Inheritance,

C.4, How Are Genes on SexChromosomes Inherited?

TR: Sections 3-3, 4-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. C79-82, C99-102

SES: Book D, Human Biology and Health:Chapter 8

8. Recognize that hereditary information iscontained in genes located in the chromosomesof each cell. A human cell contains about30,000 different genes on 23 differentchromosomes.

Cells and HereditySE: Chapter 3: Genetics: The Science of

Heredity, p. C78 Section 3: The Cell and Inheritance,

p. C96 Discover: Which Chromosome Is

Which?, p. C96 Exploring: Meiosis, p. C99

TE: Inquiry Challenge, p. C97, BuildingInquiry Skills: Making Models, p. C98,Observing, p. C99, Including AllStudents, pp. C100,

ISLM: C.3, Chromosomes and InheritanceTR: Sections 3-3: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. C79-82

SES: Book D, Human Biology and Health:Chapter 8

Cells and HeredityChapter 3: Genetics: The Science of Heredity, p.C78SE: Section 1: Review, p. C100, Chapter 3

Assessment, p. C108-109TE: Ongoing Assessment, pp. C97, C99,

Performance Assessment, p. C93






9. Compare sexual reproduction (offspringinherit half of their genes from each parent)with asexual reproduction (offspring is anidentical copy of the parents cell).

AnimalsSE: Chapter 1: Sponges, Cnidarians, and

Worms, p. B14 Section 1: What is an Animal?, p.

B16 Discover: Is It an Animal?, p. B16 Sharpen Your Skills: Inferring, p.

B20 Try This: Get Moving, p. B18

TE: Including All Students, p. B17, BuildingInquiry Skills: Problem Solving, p. B19,Classifying, p. B20, Inquiry Challenge,p. B21

TR: Section 1-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. B17-20

AnimalsChapter 1: Sponges, Cnidarians, and Worms, p.B14SE: Section 1: Review, p. B22, Chapter 1

Assessment, pp. B44-45TE: Ongoing Assessment, pp. B17, B19,

B21, Performance Assessment, p. B22






Evolution and Biodiversity

10. Give examples of ways in which geneticvariation and environmental factors are causesof evolution and the diversity of organisms.

Cells and HereditySE: Chapter 5: Changes Over Time, p. C138

Section 1: Darwins Voyage, p.C140

Discover: How Do Living ThingsVary?, p. C140

Sharpen Your Skills: Inferring, p.C145

Try This: Bird Beak Adaptations, p.C143

Skills Lab: Nature at Work, p. C146 Interdisciplinary Activities: Social

Studies, p. C148TE: Demonstration, p. C141, Building

Inquiry Skills: Observing, p. C142,Inquiry Challenge, p. C148

ISLM: C.5, Variation in a PopulationTR: Section 5-1: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. C123-126, Skills Lab Blacklinemasters, pp. C135-137

SES: Book F, Inside Earth: Chapter 1

Cells and HeredityChapter 5: Changes Over Time, p. C138SE: Section 1: Review, p. C150, Analyze and

Conclude, p. C147, Chapter 5Assessment, pp. C166-167

TE: Ongoing Assessment, pp. C141, C143,C145, C149, Performance Assessment, p.C150






11. Recognize that evidence drawn fromgeology, fossils, and comparative anatomy pro-vide the basis of the theory of evolution. Is the pterodactyl a flying reptile or the ancestor

of birds? Discuss both possibilities based on thestructural characteristics shown in pterodactylfossils and those of modern birds and reptiles.


Section 2: The Fossil Record Section 3: Other Evidence for

Evolution Discover: What Can You Learn From

Fossils?, p. C151 Discover: How Can You Classify

Species?, p. C159 Sharpen Your Skills: Calculating, p.

C154 Sharpen Your Skills: Drawing

Conclusions, p. C160 Try This: Preservation in Ice, p.

C153 Skills Lab: Telltale Molecules, p.

C164 Exploring: Lifes History

TE: Demonstration, p. C152, Including AllStudents, pp. C152, C157, InquiryChallenge, pp. C157, C161, BuildingInquiry Skills: Observing, p. C160,Interpreting Data, p. C162

TR: Sections 5-2, 5-3: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. C127-130, C131-134, Skills LabBlackline masters, pp. C138-139

SES: Book A, From Bacteria to Plants:Chapter 1, Book G, Earths ChangingSurface: Chapter 4, Book B, Animals:Chapter 3

Cells and HeredityChapter 5: Changes Over Time, p. C138SE: Section 2: Review, p. C158, Section 3:

Review, p. C163, Analyze and Conclude,p. C164, Chapter 5 Assessment, pp.C166-167

TE: Ongoing Assessment, pp. C153, C155,C157, C161, Performance Assessment,pp. C158, C163






12. Relate the extinction of species to amismatch of adaptation and the environment. Relate how numerous species could not adapt to

habitat destruction and overkilling by humans,e.g., woolly mammoth, passenger pigeon, greatauk.

Environmental ScienceSE: Chapter 3: Living Resources, p. E82

Section 3: Biodiversity, p. E97 Discover: How Much Variety Is

There?, p. E97 Exploring: Endangered Species, p.

E102TE: Building Inquiry Skills: Observing, pp.

E98, E107, Communicating, pp. E99,E104, Making Models, p. E101,Demonstration, pp. E99, E104,Addressing Nave Conceptions, p. E100,Inquiry Challenge, p. E103, Real-LifeLearning, p. E107

TR: Section 3-3: Lesson Plan, SectionSummary, Enrich, pp. E79-82

SES: Book H, Earths Waters: Chapter 5

Environmental ScienceChapter 3: Living Resources, p. E82SE: Section 3: Review, p. E105, Chapter 3

Assessment, pp. E110-111TE: Ongoing Assessment, pp. E99, E101,

E103, Performance Assessment, p. E105






Living Things and Their Environment

13. Give examples of ways in which organismsinteract and have different functions within anecosystem that enable the ecosystem to survive. Study several symbiotic relationships such as

oxpecker (bird) with rhinoceros (mammal).Identify specific benefits received by one or bothpartners.

Environmental ScienceSE: Chapter 1: Populations and Communities

Section 3: Interactions AmongLiving Things

Section 1: Living Things and theEnvironment

Discover: Whats in the Scene?, p.E16

Discover: How Well Can You Hide aButterfly?, p. E31

Sharpen Your Skills: Classifying, p.E37

Try This: With or Without Salt?, p.E18

Skills Lab: A World in a Jar, p. E22TE: Building Inquiry Skills: Observing, pp.

E19, E23, E24, Using the Visuals:Figure 4, p. E20, Inquiry Challenge, p.E32

TR: Sections 1-1, 1-3: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. E15-18, E23-26, Skills Lab Blacklinemasters, pp. E27-28

SES: Book H, Earths Waters: Ch. 2, 5, BookC, Cells Heredity: Ch. 5

Environmental ScienceChapter 1: Populations and Communities, p. E14SE: Section 1: Review, p. E21, Section 3:

Review, p. E38, Analyze and Conclude,p. E22, Chapter 1 Assessment, pp. E40-41

TE: Ongoing Assessment, pp. E17, E19,E33, E35, E37, Performance Assessment,pp. E21, E38






Energy and Living Things

14. Explain the roles and relationships amongproducers, consumers, and decomposers in theprocess of energy transfer in a food web. Distribute pictures of various producers,

consumers, and decomposers to groups ofstudents.

Environmental ScienceSE: Chapter 2: Ecosystems and Biomes, p.

E42 Section 1: Energy Flow in

Ecosystems, p. E44 Discover: Where Did Your Dinner

Come From?, p. E44 Sharpen Your Skills: Observing, p.

E46 Try This: Weaving a Food Web, p.

E49 Exploring: A Food Web, p. E48

TE: Building Inquiry Skills: Predicting, p.E45, Observing, p. E47, Real-LifeLearning, p. E46, Using the Visuals:Figure 5, p. E47, Including All Students,p. E49

ISLM: E.2, Ecosystem Food ChainsTR: Section 2-1: Lesson Plan, Section

Summary, Enrich, pp. E39-E42SES: Book A, From Bacteria to Plants:

chapter 4

Environmental ScienceChapter 2: Ecosystems and Biomes, p. E42SE: Section 1: Review, p. E50, Chapter 2


E49, Performance Assessment, p. E50






15. Explain how dead plants and animals arebroken down by other living organisms andhow this process contributes to the system as awhole. Observe decomposer organisms in a compostheap on the school grounds, a compost column ina plastic bottle, or a worm bin. Use compost forstarting seeds in the classroom or in a schoolyardgarden.

Environmental ScienceSE: Chapter 2: Ecosystems and Biomes, p.

E42 Section 1: Energy Flow in

Ecosystems, p. E44 Discover: Where Did Your Dinner

Come From?, p. E44 Sharpen Your Skills: Observing, p.

E46 Try This: Weaving a Food Web, p.

E49 Exploring: A Food Web, p. E48

TE: Building Inquiry Skills: Predicting, p.E45, Observing, p. E47, Real-LifeLearning, p. E46, Using the Visuals:Figure 5, p. E47

ISLM: E.2, Ecosystem Food ChainsTR: Section 2-1: Lesson Plan, Section

Summary, Enrich, pp. E39-E42SES: Book A, From Bacteria to Plants:

Chapter 4From Bacteria to PlantsChapter 2: Viruses and Bacteria, p. A 46

Section 2: Bacteria, p. A 56 Discover: How Quickly Can Bacteria

Multiply?, p. A 56 Sharpen Your Skills: Graphing, p. A

59

Environmental ScienceChapter 2: Ecosystems and Biomes, p. E42SE: Section 1: Review, p. E50, Chapter 2


E49, Performance Assessment, p. E50Chapter 2: Viruses and Bacteria, p. A46SE: Section 2: Review, p. A65, Analyze and








(Continued)15. Explain how dead plants and animals arebroken down by other living organisms andhow this process contributes to the system as awhole. Observe decomposer organisms in a compost

heap on the school grounds, a compost columnin a plastic bottle, or a worm bin. Use compostfor starting seeds in the classroom or in aschoolyard garden.

(Continued) Try This: Bacteria for Breakfast, p. A

61 Interdisciplinary Activities: Bacteria

& Foods of the World, p. A 62 Real-World Lab: Do Disinfectants

Work?, p. A 66TE: Inquiry Challenge, pp. A81, A83, A86;

Building Inquiry Skills: Making Models,pp. A85, A86, Classifying, p. A 57,Designing Experiments, p. A 60,Drawing Conclusions, p. A 63,Demonstration, pp. A64, A88


TR: Sections 3-1, 2-2: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. A47-50, A71-74, Real-World LabBlackline masters, pp. A79-80, A57-59

SES: Book H, Earths Waters: Chapters 1, 5Please note: see Cells and Heredity, Chapter 1:Cell Structure and Function, Section 2: LookingInside Cells, and Section 4: The Cell in itsEnvironment.






16. Recognize that producers (plants thatcontain chlorophyll) use the energy fromsunlight to make sugars from carbon dioxideand water through a process calledphotosynthesis. This food can be usedimmediately, stored for later use, or used byother organisms. Test for sugars and starch in plant leaves.

From Bacteria to PlantsSE: Chapter 4: Introduction to Plants, p.

A108 Section 2: Photosynthesis and Light,

p. A120 Discover: What Colors Make Up

Sunlight?, p. A120 Interdisciplinary Activities: Science

and History, p. A122TE: Building Inquiry Skills: Observing, p.

A121, Integrating Chemistry, p. A123ISLM: A.4, Investigating StomataTR: Section 4-2: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. A95-A98

SES: Book L, Chemical Interactions: Chapter1, Book O, Sound and Light: Chapter 4

Cells and HereditySE: Chapter 2: Cell Processes and Energy, p.

48 Section 1: Photosynthesis, p. C50 Discover: Where Does the Energy

Come From?, p. C50 Sharpen Your Skills: Inferring, p.

C52TE: Demonstration, p. C51, Building Inquiry

Skills: Observing, p. C52, MakingModels, p. C53

From Bacteria to PlantsChapter 4: Introduction to Plants, p. A108SE: Section 2: Review, p. A125, Chapter 4

Assessment, pp. A136-137TE: Ongoing Assessment, pp. A121, A123,

Performance Assessment, p. A124Cells and HeredityChapter 2: Cell Processes and Energy, p. C48SE: Section 1: Review, p. C54, Chapter 2

Assessment, pp. C76-77TE: Ongoing Assessment, pp. C51, C53,

Performance Assessment, pp. C54






(Continued)16. Recognize that producers (plants thatcontain chlorophyll) use the energy fromsunlight to make sugars from carbon dioxideand water through a process calledphotosynthesis. This food can be usedimmediately, stored for later use, or used byother organisms. Test for sugars and starch in plant leaves.

(Continued)ISLM: C.2, Stomata FunctionsTR: Sections 2-1: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. C43-46

SES: Book 0, Sound and Light: Chapter 3,Book A, From Bacteria to Plants:Chapter 4, Gook D, Human Biology andHealth: Chapters 3 and 5

Please note: see also Environmental Science,Chapter 2: Ecosystems and Biomes, Section 1:Energy Flow in Ecosystems.






Changes in Ecosystems Over Time

17. Identify ways in which ecosystems havechanged throughout geologic time in responseto physical conditions, inter-actions amongorganisms, and the actions of humans.Describe how changes may be catastrophessuch as volcanic eruptions or ice storms. Study changes in an area of the schoolyard or a

local ecosystem over an extended period.Students might even compare their observationsto those made by students in previous years.

Environmental ScienceSE: Chapter 4: Land and Soil Resources, p.

E112 Section 1: Conserving Land and

Soil, p. E114 Discover: How Does Mining Affect

the Land?, p. 114 Skills Lab: Save That Soil, p. E120 Chapter 2: Ecosystems and Biomes,

p. E42 Section 5: Succession, p. E76 Discover: What Happened Here?, p.

76TE: Integrating Earth Science, p. E116,

Building Inquiry Skills: Observing, pp.E116, E77, Inquiry Challenge, p. E117

TR: Sections 4-1, 2-5: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. E99-102, E55-58, Skills LabBlackline masters, pp. E111-112, E62-63

SES: Book G, Earths Changing Surface:Chapters 2 and 3

Please note: see also Inside Earth, Chapter 3:Volcanoes, Section 3: Volcanic Landforms;Earths Changing Surface, Chapter 3: Erosion andDeposition, Section 1: Changing Earths Surface

Environmental ScienceChapter 4: Land and Soil Resources, p. E112SE: Section 1: Review, p. E119, Analyze and

Conclude, p. E120, Chapter 4Assessment, pp. E136-137

TE: Ongoing Assessment, pp. E115, E117,Performance Assessment, p. E119

Chapter 2: Ecosystems and Biomes, p. E42SE: Section 5: Review, p. E78, Analyze and

Conclude, p. E75, Chapter 2 Assessment,pp. E80-81

TE: Ongoing Assessment, p. E77,Performance Assessment, p. E78






18. Recognize that biological evolution accountsfor the diversity of species developed throughgradual processes over many generations.


Section 1: Darwins Voyage, p.C140

Section 3: Other Evidence forEvolution, p. C159

Discover: How Do Living ThingsVary?, p. C140

Discover: How Can You ClassifySpecies?, p. C159

Sharpen Your Skills: DrawingConclusions, p. C160

Try This: Bird Beak Adaptations, p.C143

Skills Lab: Nature at Work, p. C146 Skills Lab: Telltale Molecules, p.

C164 Interdisciplinary Activities: Social

Studies, p. C148TE: Demonstration, p. C141, Building

Inquiry Skills: Observing, pp. C142,C160, Interpreting Data, p. C162, InquiryChallenge, pp. C148, C160

ISLM: C.5, Variation in a PopulationTR: Sections 5-1, 5-3: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. C123-126, C131-134

SES: Book F, Inside Earth: Chapter 1, BookB, Animals: Chapter 3

Cells and HeredityChapter 5: Changes Over Time, p. C138SE: Section 1: Review, p. C150, Section 3:

Review, p. C163, Analyze and Conclude,p. C147, C64, Chapter 5 Assessment,pp. C166-167

TE: Ongoing Assessment, pp. C141, C143,C145, C149, C161, PerformanceAssessment, pp. C150, C163






STRAND 3 PHYSICAL SCIENCE (CHEMISTRY AND PHYSICS)

Properties of Matter

1. Differentiate between weight and mass,recognizing that weight is the amount ofgravitational pull on an object. Explain how to determine the weight of a dense

object in air and in water. Next carry out yourplan. Explain how the results you obtain arerelated to the different definitions of mass andweight.

Motion, Forces, and EnergySE: Chapter 2: Forces, p. M42

Section 2: Force, Mass, andAcceleration, p. M52

Section 3: Friction and Gravity, p.M55

Discover: How Do the Rocks Roll?,p. M52

Discover: Which Lands First?, p.M55

Sharpen Your Skills: Calculating, p.M60

Try This: Spinning Plates, p. M57 Real-World Lab: Sticky Sneakers, p.

M62TE: Demonstration, pp. M53, M58, Building

Inquiry Skills: Designing Experiments,p. M56, Inquiry Challenge, p. M59

ISLM: M.2, Weight and the Force of GravityTR: Sections 2-2, 2-3: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. M46, M50, Real-World Labblackline masters, pp. M61-63

SES: Book J, Astronomy: Chapters 1 and 2

Motion, Forces, and EnergyChapter 2: Forces, p. M42SE: Section 2 Review, p. M54, Section 3

Review, p. M61, Analyze and Conclude,p. M63, Chapter 2 Assessment, pp. M74-75

TE: Ongoing Assessment, pp. M53, M57,M59, Performance Assessment, pp. M54,M61






2. Differentiate between volume and mass.Define density.

Chemical Building BlocksSE: Chapter 1: An Introduction to Matter

Section 2: Measuring Matter Discover: Which Has More Mass?,

p. K22 Try This: Bubble Time, p. K23 Skills Lab: Making Sense of Destiny,

p. K28 Interdisciplinary Activities: Science

and History, p. K24TE: Building Inquiry Skills: Applying

Concepts, p. K23, MakingMeasurements, p. K26, Integratingmathematics, p. K24, Including AllStudents, p. K25

ISLM: K.1, Determining the Density ofLiquids

TR: Section 1-2, Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. K17-20, Skills Lab blackline masters,pp. K29-30

Chemical Building BlocksChapter 1: An Introduction to MatterSE: Section 2 Review, p. K27, Analyze and

Conclude, p. K28, Chapter 1Assessment, pp. K40-41

TE: Ongoing Assessment, pp. K23, K25,Performance Assessment, p. K27

Motion, Forces, and EnergyChapter 3: Forces and Fluids, p. M76SE: Section 3 Review, p. M96, Analyze and

Conclude, p. M93, Chapter 3Assessment, pp. M102-103

TE: Ongoing Assessment, pp. M91, M95,Performance Assessment, p. M96






(Continued)2. Differentiate between volume and mass.Define density.

(Continued)Motion, Forces, and EnergySE: Chapter 3: Forces and Fluids, p. M76

Section 3: Floating and Sinking, p.M90

Discover: What Can You MeasureWith a Straw?, p. M90

Sharpen Your Skills: Measuring, p.M91

Try This: Dive!, p. M94 Skills Lab: Sink and Spill, p. M92

TE: Inquiry Challenge, p. M91,Demonstration, pp. M94, M95

ISLM: M.3, Raising a Sunken ShipTR: Section 3-3: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. M79-82, Skills Lab blacklinemasters, pp. M90-91






3. Recognize that the measurement of volumeand mass requires understanding of thesensitivity of measurement tools (e.g., rulers,graduated cylinders, balances) and knowledgeand appropriate use of significant digits. Calculate the volumes of regular objects from

linear measurements. Measure the volumes of thesame objects by displacement of water.

Chemical Building BlocksSE: Chapter 1: An Introduction to Matter

Section 2: Measuring Matter Discover: Which Has More Mass?,

p. K22 Try This: Bubble Time, p. K23 Skills Lab: Making Sense of Destiny,

p. K28 Interdisciplinary Activities: Science

and History, p. K24TE: Building Inquiry Skills: Applying

Concepts, p. K23, MakingMeasurements, p. K26, Integratingmathematics, p. K24, Including AllStudents, p. K25

ISLM: K.1, Determining the Density ofLiquids

TR: Section 1-2, Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. K17-20, Skills Lab blackline masters,pp. K29-30; Skills Handbook: MakingMeasurements, pp. K150-151

Chemical Building BlocksChapter 1: An Introduction to MatterSE: Section 2 Review, p. K27, Analyze and

Conclude, p. K28, Chapter 1 Assess.,pp. K40-41

TE: Ongoing Assessment, pp. K23, K25,Performance Assessment, p. K27






4. Explain and give examples of how mass isconserved in a closed system. Melt, dissolve, and precipitate various substances

to observe examples of the conservation of mass.

Chemical InteractionsSE: Chapter 1: Chemical Reactions, p. L12

Section 2: Describing ChemicalReactions, p. L24

Section 3: Controlling ChemicalReactions, p. L32

Discover: Do You Lose Anything?,p. L24

Discover: Can You Speed Up orSlow Down a Reaction?, p. L32

Sharpen Your Skills: Calculating, p.L28

Sharpen Your Skills: InterpretingData, p. L36

Try This: Still There, p. L27 Real-World Lab: Peroxide, Catalase,

and You!, p. L38 Interdisciplinary Activities: Social

Studies, p. L34TE: Inquiry Challenge, pp. L26, L35, L36,

Including All Students, p. L28,Demonstration, pp. L30, L35

TR: Sections 1-2, 1-3: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. L17-20, L21-24, Real-World Labblackline masters, pp. L32-33

SES: Book E, Environmental Science: Chapter5, Book C, Cells and Heredity: Chapter2

Chemical InteractionsChapter 1: Chemical Reactions, p. L12SE: Section 2 Review, p. L31, Section 3

Review, p. L37, Analyze and Conclude,p. L39, Chapter 1 Assessment, pp. L46-47

TE: Ongoing Assessment, pp. L25, L27,L29, L33, L35, Performance Assessment,pp. L31, L37






Elements, Compounds, and Mixtures

5. Recognize that there are more than 100elements that combine in a multitude of waysto produce compounds that make up all of theliving and nonliving things that we encounter. Demonstrate with atomic models (e.g., ball and

stick) how atoms can combine in a large numberof ways.

Chemical Building BlocksSE: Chapter 3: Elements and the Periodic

Table, p. K74 Section 1: Organizing the Elements,

p. K76 Discover: Which Is Easier?, p. K76 Sharpen Your Skills: Classifying, p.

K78 Interdisciplinary Activities: Science

and History, p. K84 Interdisciplinary Activities: Language

Arts, p. K82TE: Inquiry Challenge, pp. K77, K78,

Demonstration, p. K79, Building inquirySkills: making Models, p. K84

ISLM: K.3, Finding Average MassTR: Section 3-1: Lesson Plan, Section

Summary, Review, Enrich, pp. K69-72

Chemical Building BlocksChapter 3: Elements and the Periodic Table, p.

K74SE: Section 1 Review, p. K86, Chapter 1

Assessment, p. K108-109TE: Ongoing Assessment, pp. K77, K79,

K81, K83, K85, PerformanceAssessment, p. K86






6. Differentiate between an atom (the smallestunit of an element that maintains thecharacteristics of that element) and a molecule(the smallest unit of a compound thatmaintains the characteristics of thatcompound). Use atomic models (or Lego blocks, assigning

colors to various atoms) to build molecules ofwater, sodium chloride, carbon dioxide,ammonia, etc.

Chemical Building BlocksSE: Chapter 1: An Introduction to Matter, p.

K12 Section 3: Particles of Matter, p. K29 Discover: Whats in the Box?, p.

K29TE: Demonstration, p. K31TR: Section 1-3: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. K21-24

Chemical InteractionsSE: Chapter 2: Atoms and Bonding, p. L48

Section 1: Inside an Atom, p. L50 Discover: How Far Away Is the

Electron?, p. L50 Interdisciplinary Activities: Science

and History, p. L52TE: Demonstration, pp. L51, L53TR: Section 2-1: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. L41-44

Chemical Building BlocksChapter 1: An Introduction to Matter, p. K12SE: Section 2 Review, p. K33, Chapter 1

Assessment, pp. K40-41TE: Ongoing Assessment, p. K31,

Performance Assessment, p. K33Chemical InteractionsChapter 2: Atoms and Bonding, p. L48SE: Section 1 Review, p. L54, Chapter 2

Assessment, pp. L76-77TE: Ongoing Assessment, pp. L51, L53,

Performance Assessment, pp. L54






7. Give basic examples of elements andcompounds. Heat sugar in a crucible with an inverted funnelover it. Observe carbon residue and water vapor inthe funnel as evidence of the breakdown ofcomponents. Continue heating the carbon residueto show that carbon residue does not decompose.Safety note: sugar melts at a very high temperatureand can cause serious burns.

Chemical Building BlocksSE: Chapter 3: Elements and the Periodic

Table, p. K74 Section 2: Metals, p. K87 Section 3: Nonmetals and

Metalloids, p. K96 Discover: Why Use Aluminum?, p.

K87 Discover: What Are the Properties of

Charcoal?, p. K96 Sharpen Your Skills: Observing, p.

K89 Try This: Show Me the Oxygen, p.

K99 Real-World Lab: Testing 1, 2, 3, p.

K94 Skills Lab: Alien Periodic Tables, p.

K102 Interdisciplinary Activities: Science

and Society, p. K93Chapter 4: Carbon Chemistry, p. K110

Section 1: Chemical Bonding,Carbon Style, p. K112

Discover: Why Do Pencils Write?,p. K112

Skills Lab: How Many Molecules?,p. K116

Chapter 3: Elements and the Periodic Table, p.K74SE: Section 2 Review, p. K92, Section 3

Review, p. K101, analyze and Conclude,pp. K95, K103, Chapter 3 Assessment,pp. K108-109

TE: Ongoing Assessment, pp. K89, K91,K97, K99, Performance Assessment, p.K92, K101

Chapter 4: Carbon Chemistry, p. 110SE: Section 1 Review, p. K115, Analyze and

conclude, p. K116, Chapter 4Assessment, pp. K138-139

TE: Ongoing Assessment, p. K113,Performance Assessment, p. K115






(Continued)7. Give basic examples of elements andcompounds. Heat sugar in a crucible with an inverted funnel

over it. Observe carbon residue and water vaporin the funnel as evidence of the breakdown ofcomponents. Continue heating the carbon residueto show that carbon residue does not decompose.Safety note: sugar melts at a very hightemperature and can cause serious burns.

(Continued)TE: Demonstration, pp. K88, K89, K98,

Inquiry Challenge, p. K90, BuildingInquiry Skills: Making Models, pp.K113, K114, Including All Students, p.K114

TR: Sections 3-2, 3-3, 4-1: Lesson Plan,Section Summary, Review and Reinforce,Enrich, pp. K73-76, K77-80, K97-100,Real-World blackline masters, pp. K85-86, K87-89, Skills Lab blackline masters,pp. K109-110

SES: Book D, Human Health and Biology:Chapter 4, Book A, From Bacteria toPlants: Chapter 2, Book N: Electricityand Magnetism: Chapters 1 and 3, BookF, Inside Earth: Chapter 4

Chemical Building Blocks






8. Differentiate between mixtures and puresubstances.


K12 Section 1: Describing Matter, p. K14 Discover: What Properties Help You

Sort Matter?, p. K14 Sharpen Your Skills: Interpreting

Data, p. K16 Try This: A Magnetic Personality, p.

K18TE: Including All Students, p. K15,

Demonstration, p. K17, Building InquirySkills: Inferring, p. K19

TR: Section 1-1: Lesson Plan, SectionSummary, Review, Enrich, pp. K13-16


Assessment, pp. K40-41TE: Ongoing Assessment, pp. K15, K17,

K19, Performance Assessment, p. K21






9. Recognize that a substance (element orcompound) has a melting point and a boilingpoint, both of which are independent of theamount of the sample.





K18 Chapter 2: Changes in Matter, p.

K42 Section 4: Physical and Chemical

Changes, p. K62 Discover: How Does a Burning

Candle Differ From Boiling Water?,p. K62

Try This: A Sticky Situation, p.K68

Skills Lab: Melting Ice, p. K70Interdisciplinary Activities: Social Studies, p. K64TE: Including All Students, p. K15,

Demonstration, pp. K17, K64, K65,Building Inquiry Skills: Inferring, p.K19, Classifying, p. K63, AddressingNave Conceptions, p. K66

ISLM: K.2, Changes in a Burning CandleTR: Sections 1-1, 2-4: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. K13-16, K53-56, Skills Lab blacklinemasters, pp. K60-61

SES: Book I, Weather and Climate: Chapter 2



K19, Performance Assessment, p. K21Chapter 2: Changes in Matter, p. K42SE: Section 4 Review, p. K69, Analyze and


TE: Ongoing Assessment, pp. K63, K65,K67, Performance Assessment, p. K69






10. Differentiate between physical changes andchemical changes. Demonstrate with molecular ball-and-stickmodels the physical change that converts liquidwater into ice. Also demonstrate with molecularball-and-stick models the chemical change thatconverts hydrogen peroxide into water and oxygengas.

Chemical InteractionsSE: Chapter 1: Chemical Reactions, p. L12

Section 1: Matter and Changes inMatter, p. L14

Discover: What Happens WhenChemicals React?, p. L14

Try This: Mostly Cloudy, p. L18 Skills Lab: Wheres the Evidence?,

p. L22 Interdisciplinary Activities: Math

Toolbox, p. L16TE: Building Inquiry Skills: Predicting, p.

L15, Math Toolbox, p. L16,Demonstration, pp. L16, L17,Addressing Nave Conceptions, p. L18

ISLM: L.1, The Law of Definite ProportionsTR: Section 1-1: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. L13-16, Skills Lab blackline masters,pp. L29-31





K18

Chemical InteractionsChapter 1: Chemical Reactions, p. L12SE: Section 1 Review, p. L21, Analyze and

conclude, p. L23, Chapter 1 Assessment,pp. L46-47

TE: Ongoing Assessment, pp. L15, L17,L19, Performance Assessment, p. L21



K19, Performance Assessment, p. K21Chapter 2: Changes in Matter, p. K42SE: Section 4 Review, p. K69, Analyze and


TE: Ongoing Assessment, pp. K63, K65,K67, Performance Assessment, p. K69






(Continued)10. Differentiate between physical changes andchemical changes. Demonstrate with molecular ball-and-stick

models the physical change that converts liquidwater into ice. Also demonstrate with molecularball-and-stick models the chemical change thatconverts hydrogen peroxide into water andoxygen gas.

(Continued) Chapter 2: Changes in Matter, p.

K42 Section 4: Physical and Chemical

Changes, p. K62 Discover: How Does a Burning

Candle Differ From Boiling Water?,p. K62

Try This: A Sticky Situation, p.K68

Skills Lab: Melting Ice, p. K70 Interdisciplinary Activities: Social

Studies, p. K64TE: Including All Students, p. K15,

Demonstration, pp. K17, K64, K65,Building Inquiry Skills: Inferring, p.K19, Classifying, p. K63, AddressingNave Conceptions, p. K66

ISLM: K.2, Changes in a Burning CandleTR: Sections 1-1, 2-4: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. K13-16, K53-56, Skills Lab blacklinemasters, pp. K60-61

SES: Book I, Weather and Climate: Chapter 2






Motion of Objects

11. Explain and give examples of how themotion of an object can be described by itsposition, direction of motion, and speed.

Motion, Forces, and EnergySE: Chapter 1: Motion, p. M14

Section 1: Describing and MeasuringMotion, p. M16

Section 3: Acceleration, p. M34 Discover: How Fast and How Far?,

p. M16 Discover: Will You Hurry Up?, p.

M24 Try This: Sunrise, Sunset, p. M18 Skills Lab: Inclined to Roll, p. M26 Exploring: Motion Graphs, p. M24 Interdisciplinary Activities: Math

Toolbox, p. M19 Interdisciplinary Activities: Science

and History, p. M22 Interdisciplinary Activities: Social

Studies, p. M20TE: Building Inquiry Skills: Applying

Concepts, p. M17, IntegratingMathematics, p. M19, Math Toolbox, p.M19, Inquiry Challenge, p. M21, M35,Integrating Space Science, p. M36

ISLM: M.1, Measuring Speed

Motion, Forces, and EnergyChapter 1: Motion, p. M14SE: Section 1 Review, p. M25, Section 3

Review, p. M38, Analyze and Conclude,p. M27, Chapter 1 Assessment, pp. M40-41

TE: Ongoing Assessment, pp. M19, M21,M23, M35, M37, PerformanceAssessment, p. M25, M38






(Continued)11. Explain and give examples of how themotion of an object can be described by itsposition, direction of motion, and speed.

(Continued)TR: Section 1-1: Lesson Plan, Section

Summary, Review and Reinforce, Enrich,pp. M15-18, M23-26, Skills Labblackline masters, pp. M27-28

12. Graph and interpret distance vs. timegraphs for constant speed.

Motion, Forces, and EnergySE: Chapter 1: Motion, p. M14

Section 1: Describing and MeasuringMotion, p. M16

Discover: How Fast and How Far?,p. M16

Try This: Sunrise, Sunset, p. M18 Skills Lab: Inclined to Roll, p. M26 Exploring: Motion Graphs, p. M24 Interdisciplinary Activities: Math

Toolbox, p. M19 Interdisciplinary Activities: Science

and History, p. M22 Interdisciplinary Activities: Social

Studies, p. M20TE: Building Inquiry Skills: Applying

Concepts, p. M17, IntegratingMathematics, p. M19, Math Toolbox, p.M19, Inquiry Challenge, p. M21

TR: Section 1-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. M15-18, Skills Lab blacklinemasters, pp. M27-28

Motion, Forces, and EnergyChapter 1: Motion, p. M14SE: Section 1 Review, p. M25, Analyze and

Conclude, p. M27, Chapter 1Assessment, pp. M40-41

TE: Ongoing Assessment, pp. M19, M21,M23, Performance Assessment, p. M25

Forms of Energy






13. Differentiate between potential and kineticenergy. Identify situations where kinetic energyis transformed into potential energy and viceversa.

Motion, Forces, and EnergySE: Chapter 5: Energy and Power, p. M138

Section 1: The Nature of Energy, p.M140

Discover: How High Does a BallBounce?, p. M140

Skills Lab: Soaring Straws, p. M146 Interdisciplinary Activities: Math

Toolbox, p. M142TE: Including All Students, p. M141, Inquiry

Challenge, p. M141, Demonstration, p.M143, Addressing Nave Conceptions, p.M144, Real-live Learning, p. M144

TR: Section 5-1: Lesson Plan, SectionSummary, Review and Reinforce, Enrich,pp. M127-130, Skills Lab blacklinemasters, pp. M143-145

SES: Book L, Chemical Interactions: Chapter1

Motion, Forces, and EnergyChapter 5: Energy and Power, p. M138SE: Section 1 Review, p. M145, Analyze and

conclude, p. M147, Chapter 5Assessment, pp. M164-165

TE: Ongoi

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