ga interactive science 2016 lep 6-8 - pearson education

A Correlation of

Interactive Science Custom Edition

Life, Earth, Physical ©2016

To the

Georgia Standards of Excellence Science

Grades 6-8

A correlation of Interactive Science ©2016 Custom Edition: Life, Earth, Physical to the Georgia Standards of Excellence in Science, Grades 6-8

2 SE =Student Edition TE = Teacher’s Edition

Introduction

The following document demonstrates how the Interactive Science Custom Edition: Life, Earth, Physical ©2016 program supports the Georgia Standards of Excellence in Science, Grades 6-8.

Grade 6 – Earth Science Grade 7 – Life Science Grade 8 – Physical Science

Correlation references are to the Student and Teacher Editions and online Inquiry and Quest/STEMQuest activities.

Interactive Science is a middle school science program composed of three texts addressing life, earth, and physical science topics that makes learning personal, engaging, and relevant for today’s student. Interactive Science features an innovative Write-in Student Edition that enables students to become active participants in their learning and truly connect the Big Ideas of science to their world.

Online Quests and STEMQuests are problem-based learning activities designed to allow students to solve real world topics at each grade level using hands-on, investigative, and collaborative skills. A focus on science and engineering practices requires students to apply what they have learned to new situations and new content.

Additional STEM activities embedded throughout the program enable students to interact with science and engineering practices and cross-cutting concepts in order to promote higher-order, critical-thinking skills that result in improved performance.



Table of Contents

GRADE 6 ................................................................................................................................................. 4

GRADE 7 ............................................................................................................................................... 15

GRADE 8 ............................................................................................................................................... 25

A Correlation of Interactive Science ©2016 Custom Edition: Life, Earth, Physical to the Georgia Standards of Excellence in Science, Grades 6-8


Georgia Standards of Excellence - Science Interactive Science ©2016

Custom Edition: Earth Science

GRADE 6 S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved.

a. Ask questions to determine changes in models of Earth’s position in the solar system, and origins of the universe as evidence that scientific theories change with the addition of new information. (Clarification statement: Students should consider Earth’s position in geocentric and heliocentric models and the Big Bang as it describes the formation of the universe.)

SE/TE: 449, What Was the Geocentric Model? 450–451, How Did the Heliocentric Model Develop? The origin of the universe falls outside the scope of Interactive Science ©2016, Custom Edition.

b. Develop a model to represent the position of the solar system in the Milky Way galaxy and in the known universe.

Online: For supporting material please see: Project-Based Activities: Earth Science, Build a Model of the Solar System Project

c. Analyze and interpret data to compare and contrast the planets in our solar system in terms of:

size relative to Earth, surface and atmospheric features, relative distance from the sun, and ability to support life.

SE/TE: 444–447, STEM Activity: Life on Mars 453–455, What Makes Up the Solar System? 456–457, How Did the Solar System Form? 457, Explore the Big Question: Solve the Solar System 465, What Do the Inner Planets Have in Common? 466–471, What Are the Characteristics of the Inner Planets? 471, Apply It! 472–473, What Do the Outer Planets Have in Common? 474–479, What Are the Characteristics of Each Outer Planet? TE Only: 451, Build Inquiry 454, Professional Development Note 457E, 471E, 479E, Enrich 467, Differentiated Instruction 470, 21st Century Learning 471C, 479C, Key Concept Summary 477, Teacher Demo 491B–491F, Lab Investigation: Speeding Around the Sun 491I, Performance Expectation Activity





d. Develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system.

SE/TE: 418–419, What Keeps Objects in Orbit? TE Only: 419, Differentiated Instruction 419C, Key Concept Summary Online: Quick Lab: Around and Around We Go

e. Ask questions to compare and contrast the characteristics, composition, and location of comets, asteroids, and meteoroids.

SE/TE: 455, Smaller Objects 457, Explore the Big Question: Solve the Solar System 481–485, How Do Scientists Classify Small Objects in the Solar System? TE Only: 483, 485, Differentiated Instruction

S6E2. Obtain, evaluate, and communicate information about the effects of the relative positions of the Earth, moon and sun.

a. Develop and use a model to demonstrate the phases of the moon by showing the relative positions of the sun, Earth, and moon.

SE/TE: 420–422, What Causes the Moon's Phases? 422, Apply It! TE Only: 401, Extension Activities 424, Professional Development Note 439G, Performance Expectation Activity

b. Construct an explanation of the cause of solar and lunar eclipses.

SE/TE: 423–424, What Are Eclipses? 425, Explore the Big Question: Seasons and Shadows TE Only: 401, Extension Activities 424, Professional Development Note 425C, Key Concept Summary 439G, ELA/Literacy





c. Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on seasons.

SE/TE: 400–401, Scenario Investigation: Smearing Causes Seasons 412–415, What Causes Seasons? 425, Explore the Big Question: Seasons and Shadows TE Only: 401, Extension Activities 413, Build Inquiry 415, Differentiated Instruction 439B–439F, Lab Investigation: Reasons for the Seasons

S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.

a. Ask questions to determine where water is located on Earth’s surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location.

SE/TE: 214-215, Where is Water Found? 214, Do the Math! 219–221, What Is a River System? 222–223, What Are Ponds and Lakes? 228, Water Zones 229, Aquifers TE Only: 215, Differentiated Instruction

b. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water. (Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)

SE/TE: 216–217, What Is the Water Cycle? 225, Explore the Big Question: An Endless Cycle 310-311, How Does Water Move Through the Atmosphere? TE Only: 257G, Performance Expectation Activity Online: Quick Lab: What is the Source of Earth’s Energy?





c. Ask questions to identify and communicate, using graphs and maps, the composition, location, and subsurface topography of the world’s oceans.

SE/TE: 214–215, Where Is Water Found? 232–235, How Do Conditions Vary in Earth's Oceans? 236–237, What Are Some Features of the Ocean Floor? TE Only: 235, Differentiated Instruction 237, Build Inquiry 237C, Key Concept Summary 237E, Enrich

d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth’s systems.

SE/TE: 100–101, Scenario Investigation: Dunwich Is Done 122–125, How Do Waves Cause Erosion and Deposition? 239–243, How Do Waves Form and Change? 244–245, How Do Waves Affect the Shore? 365, Ocean Currents 247–249, What Causes Surface Currents? 250–251, What Causes Deep Currents? 427–429, What Are Tides? TE Only: 365, Differentiated Instruction 427, ELL Support 429, Differentiated Instruction 429C, Key Concept Summary

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.

a. Analyze and interpret data to compare and contrast the composition of Earth’s atmospheric layers (including the ozone layer) and greenhouse gases. (Clarification statement: Earth’s atmospheric layers include the troposphere, stratosphere, mesosphere, and thermosphere.)

SE/TE: 264–266, What Is the Composition of Earth's Atmosphere? 275–279, What Are the Four Main Layers of the Atmosphere? 277, Do the Math! 285, Earth's Energy Budget TE Only: 277, Address Misconceptions 279, Differentiated Instruction





b. Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and water at different rates. (Clarification statement: Heat transfer should include the processes of conduction, convection and radiation.)

SE/TE: 282–285, What Happens to the Sun's Energy When It Reaches Earth? 283, Apply It! 288–289, How Is Heat Transferred? TE Only: 283, Differentiated Instruction 285, Teacher Demo 303B–303F, Lab Investigation: Heating Earth's Surface 364, Build Inquiry

c. Develop a model of the interaction between unequal heating and the rotation of the Earth that causes local and global wind systems.

SE/TE: 291, What Causes Winds? 293–296, How Do Local Winds and Global Winds Differ? 295, Apply It! 297, Explore the Big Question: Parts of the Atmosphere TE Only: 297C, Key Concept Summary 303H/353H/395G, Performance Expectation Activity 331, Differentiated Instruction

d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornados and thunderstorms.

SE/TE: 325–327, What Are the Major Air Masses? 328–329, What Are the Main Types of Fronts? 330–331, What Weather Do Cyclones and Anticyclones Bring? 331, Apply It! 333–339, How Do the Different Types of Storms Form? TE Only: 329, Differentiated Instruction 331D, Key Concept Summary 335, Differentiated Instruction 339, Differentiated Instruction 341C, Key Concept Summary





e. Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on weather patterns and weather events such as hurricanes.

SE/TE: 325–327, What Are the Major Air Masses? 336–337, Hurricanes 358–359, Scenario Investigation: What Causes Our Climate? 366–367, What Factors Affect Precipitation? TE Only: 367, Differentiated Instruction

S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed. a. Ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core, including temperature, density, thickness, and composition.

This standard falls outside the scope of Interactive Science ©2016, Custom Edition.

b. Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition.

This standard falls outside the scope of Interactive Science ©2016, Custom Edition.

c. Construct an explanation of how to classify rocks by their formation and how rocks change through geologic processes in the rock cycle.

TE Only: 95G/135G, Performance Expectation Activity





d. Ask questions to identify types of weathering, agents of erosion and transportation, and environments of deposition. (Clarification statement: Environments of deposition include deltas, barrier islands, beaches, marshes, and rivers.)

SE/TE: 70–71, Scenario Investigation: In Memory of Winifred 74–77, What Causes Weathering? 94, Museum of Science: Hasta La Vista, Regular Concrete 106–108, How Does Moving Water Cause Erosion? 109–115, What Land Features Are Formed by Water Erosion and Deposition? 113, Explore the Big Question: Rolling Through the Hills 119–121, How Do Glaciers Cause Erosion and Deposition? 122–125, How Do Waves Cause Erosion and Deposition? 126–129, How Does Wind Cause Erosion and Deposition? TE Only: 71, Extension Activities 75, Differentiated Instruction 77, Differentiated Instruction 101, Extension Activities 112, Build Inquiry 113, Differentiated Instruction





e. Develop a model to demonstrate how natural processes (weathering, erosion, and deposition) and human activity change rocks and the surface of the Earth.

SE/TE: 74–77, What Causes Weathering? 87–88, How Can Soil Lose Its Value? 100–101, Scenario Investigation: Dunwich Is Done 102–103, What Processes Wear Down and Build Up Earth's Surface? 104–105, What Are the Different Types of Mass Movement? 109–115, What Land Features Are Formed by Water Erosion and Deposition? 118, Apply It! 119–121, How Do Glaciers Cause Erosion and Deposition? 122–125, How Do Waves Cause Erosion and Deposition? 126–129, How Does Wind Cause Erosion and Deposition? 244–245, How Do Waves Affect the Shore? 514–517, Why Is Soil Management Important? TE Only: 75, Teacher Demo 77, Differentiated Instruction 77, Teacher Demo 79D, Key Concept Summary 79F, 105E, Enrich 95H/135H, Performance Expectation Activity 105, Differentiated Instruction 105, Teacher Demo 110, Professional Development Note 121, Differentiated Instruction 129, Differentiated Instruction 135B–135F, Lab Investigation: Sand Hills 245, Build Inquiry





f. Construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. (Clarification statement: Include convergent, divergent, and transform boundaries.)

SE/TE: 18–23, What Is the Theory of Plate Tectonics? 22–23, Explore the Big Question: Earth's Changing Crust 29, Hot Science: An Ocean Is Born 47, Causes of Earthquakes 57–59, What Patterns Do Seismographic Data Reveal? 58–59, Explore the Big Question: Earthquakes and Plate Tectonics TE Only: 22, 21st Century Learning 23, Differentiated Instruction 29, Hot Science

g. Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth.

SE/TE: 8–11, What Was Wegener's Hypothesis About the Continents? 151–154, What Happened in the Paleozoic Era? 155–156, What Happened in the Mesozoic Era? 157, What Happened in the Cenozoic Era? TE Only: 11, Teacher Demo 11E, Enrich 29G, Performance Expectation Activity 161F, Enrich 167B–167F, Lab Investigation: Exploring Geologic Time Through Core Samples 167G, Performance Expectation Activity

h. Plan and carry out an investigation to provide evidence that soil is composed of layers of weathered rocks and decomposed organic material.

SE/TE: 81–83, What Is Soil? 84–85, How Do Living Things Affect Soil? 85, Explore the Big Question: From Rock To Soil 514, Figure 2 – Structure of Fertile Soil TE Only: 515, Teacher Demo Online: Inquiry Warm-Up: What is Soil? Quick Lab: The Contents of Soil





S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.

a. Ask questions to determine the differences between renewable/sustainable (examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, and fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives.

SE/TE: 181, Why Are Fossil Fuels Nonrenewable Resources? 182–189, What Are Some Renewable Sources of Energy? 188–189, Explore the Big Question: The Energy Around Us 194–197, How Can We Ensure There Will Be Enough Energy for the Future?





b. Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air.

SE/TE: 89, How Can Soil Be Conserved? 394, Museum of Science: Tracking Earth's Gases From Space 504–505, How Are Environmental Decisions Made? 504, Apply It! 509–511, Why Are Natural Resources Important? 514–517, Why Is Soil Management Important? 516, Apply It! 519–521, What Are Three Solid Waste Disposal Methods? 522–523, What Are the Major Categories of Recycling? 524–525, How Are Hazardous Wastes Safely Disposed Of? 533, What's Being Done 534–535, How Can Air Pollution Be Reduced? 540–541, How Can Water Pollution Be Reduced? 541, Apply It! 542–543, Explore the Big Question: Pollution and Solutions 549, Frontiers of Technology: The Big Uncool TE Only: 89, 21st Century Learning 89E, Enrich 504, 21st Century Learning 505, Differentiated Instruction 505E, Enrich 511, Differentiated Instruction 521, Differentiated Instruction 535, Differentiated Instruction 535, Differentiated Instruction 549G, Performance Expectation Activity

c. Construct an argument evaluating contributions to the rise in global temperatures over the past century. (Clarification statement: Tables, graphs, and maps of global and regional temperatures, and atmospheric levels of greenhouse gases such as carbon dioxide and methane, should be used as sources of evidence.)

SE/TE: 384–389, How Are Human Activities Affecting Earth's Climate? TE Only: 389C, Key Concept Summary 389E, Enrich 395I, Performance Expectation Activity




Custom Edition: Life Science

GRADE 7 S7L1. Obtain, evaluate, and communicate information to investigate the diversity of living organisms and how they can be compared scientifically.

a. Develop and defend a model that categorizes organisms based on common characteristics.

SE/TE: 21, Do the Math! 22–23, What Are the Levels of Classification? TE Only: 21, Differentiated Instruction 23, Differentiated Instruction

b. Evaluate historical models of how organisms were classified based on physical characteristics and how that led up to the six kingdom system (currently archaea, bacteria, protists, fungi, plants, and animals). (Clarification statement: This includes common examples and characteristics such as, but not limited, to prokaryotic, eukaryotic, unicellular, multicellular, asexual reproduction, sexual reproduction, autotroph, heterotroph, and unique cell structures. Modern classification will be addressed in high school.)

SE/TE: 19–21, Why Do Biologists Classify Organisms? 21, Do the Math! 26–29, How Are Organisms Classified Into Domains and Kingdoms? TE Only: 25D, Key Concept Summary





S7L2. Obtain, evaluate, and communicate information to construct scientific explanations to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.

a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste. (Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

SE/TE: 44–45, Scenario Investigation: The Cell Game 55–57, 60–61, How Do the Parts of a Cell Work? 58–59, Explore the Big Question: Cells in Living Things 60, Apply It! 70–75, How Do Materials Move Into and Out of Cells? 93–95, What Happens During Photosynthesis? 97–98, What Is Cellular Respiration? 244, Plant Cells TE Only: 55, Make Analogies 57, Differentiated Instruction 58, 21st Century Learning 60, 21st Century Learning 61, Differentiated Instruction 63F, Enrich 71, Teacher Demo 72, Professional Development Note 74, 21st Century Learning 75, Differentiated Instruction 75C, Key Concept Summary 75E, Enrich 81H, Performance Expectation Activity 99, 21st Century Learning 245, Differentiated Instruction

b. Develop and use a conceptual model of how cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.

SE/TE: 364–369, How Is Your Body Organized? 367, Apply It! 409, Everyday Science: From One Cell—Many TE Only: 365, ELL Support 367, Differentiated Instruction 369, Differentiated Instruction 369C, Key Concept Summary 409G, Performance Expectation Activity





c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes. (Clarification statement: The emphasis is not on learning individual structures and functions associated with each system, but on how systems interact to support life processes.)

SE/TE: 296–297, Scenario Investigation: Mealworm Migration 311, What Causes Animals to Move? 318–319, Explore the Big Question: A Moving Story 331, What Are the Two Types of Circulatory Systems? 362–363, Scenario Investigation: Working Together Is the Key 371–372, How Do You Move? 373–375, Which Systems Move Materials in Your Body? 376–377, Which Systems Control Body Functions? 379–383, How Does Your Body Stay in Balance? 384–385, Explore the Big Question: Systems In Action TE Only: 363, Extension Activities 369, Teacher Demo 371, ELL Support 372, Professional Development Note 375, Differentiated Instruction 377D, Key Concept Summary 377F, Enrich 381, Differentiated Instruction 385, Differentiated Instruction 409G, Performance Expectation Activity





S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring.

a. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait.

SE/TE: 125–127, How Do Alleles Affect Inheritance? 134–136, How Are Most Traits Inherited? 138–139, Explore the Big Question: Patterns of Inheritance 141–143, How Are Chromosomes, Genes, and Inheritance Related? 144–145, What Happens During Meiosis? 174–176, What Are Some Patterns of Human Inheritance? 177–179, What Are the Functions of the Sex Chromosomes? TE Only: 127C, Key Concept Summary 143, Differentiated Instruction 145C, Key Concept Summary 145E, Enrich 178, 21st Century Learning 179, Differentiated Instruction 179, Build Inquiry 179C, Key Concept Summary 191D–191H, Lab Investigation: How Are Genes on Sex Chromosomes Inherited?





b. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation. (Clarification statement: Models could include, but are not limited to, the use of monohybrid Punnett squares to demonstrate the heritability of genes and the resulting genetic variation, identification of heterozygous and homozygous, and comparison of genotype vs. phenotype.)

SE/TE: 125–127, How Do Alleles Affect Inheritance? 127, Apply It! 128–131, How Is Probability Related to Inheritance? 132, What Are Phenotype and Genotype? 133, Apply It! 151, Everyday Science: Seeing Spots 177–179, What Are the Functions of the Sex Chromosomes? TE Only: 125, Differentiated Instruction 126, Teacher Demo 127E, Enrich 130, Make Analogies 130, Professional Development Note 131, Teacher Demo 131, 21st Century Learning 133, Differentiated Instruction 133C, Key Concept Summary 139E, Enrich 151D–151H, Lab Investigation: Make the Right Call! 151I, Performance Expectation Activity 177, Differentiated Instruction 179E, Enrich

c. Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding. (Clarification statement: The element specifically addresses artificial selection and the ways in which it is fundamentally different from natural selection.)

SE/TE: 180, My Planet Diary 181–182, Selective Breeding 214, Apply It! 215, Artificial Selection TE Only: 181, 21st Century Learning 191J, Performance Expectation Activity 215, Differentiated Instruction





S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

a. Construct an explanation for the patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem. (Clarification statement: The interactions include, but are not limited to, predator-prey relationships, competition, mutualism, parasitism, and commensalism.)

SE/TE: 463, What Does an Organism Get From Its Environment? 464, What Are the Two Parts of an Organism's Habitat? 479–482, What Are Competition and Predation? 483–485, What Are the Three Types of Symbiosis? 485, Apply It! TE Only: 479, Make Analogies 479, Differentiated Instruction 481, Differentiated Instruction 485D, Key Concept Summary 491J, Performance Expectation Activity 515, Differentiated Instruction





b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem. (Clarification statement: Emphasis is on tracing movement of matter and flow of energy, not on biochemical mechanisms of photosynthesis and cellular respiration.)

SE/TE: 501–503, What Are the Energy Roles in an Ecosystem? 504–507, How Does Energy Move Through an Ecosystem? 504, Apply It! 507, Do the Math! 512–513, How Are the Carbon and Oxygen Cycles Related? 514–515, How Does Nitrogen Cycle Through the Ecosystem? 516–517, Explore the Big Question: Cycles of Matter 512, Apply It! 542–543, Scenario Investigation: Fantasy Food Chain 575, Science and Society: Recovering from the Dust Bowl TE Only: 491K/537J/575J, Performance Expectation Activity 503, Differentiated Instruction 505, Differentiated Instruction 506, Build Inquiry 507, Differentiated Instruction 509C, Key Concept Summary 509E, Enrich 513, Build Inquiry 513, Differentiated Instruction 515, 21st Century Learning 517, Differentiated Instruction 537D–537H, Lab Investigation: Ecosystem Food Chains





c. Analyze and interpret data to provide evidence for how resource availability, disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems.

SE/TE: 473–475, What Factors Limit Population Growth? 482, Do the Math! 500, My Planet Diary 508–509, How Do Human Activities Affect Ecosystems? 508, Do the Math! 536, Everyday Science: A Lake Can't Last Forever 548–549, How Do Changes in Ecosystems Affect the Survival of Organisms? 553–555, How Do Human Activities Affect Ecosystems? 562–563, How Do Humans Affect Biodiversity? 564–565, Explore the Big Question: Life in a Coral Reef 567–569, What Factors Affect Species Dispersal? 574, Science and History: Endangered No More 575, Science and Society: Recovering from the Dust Bowl TE Only: 484, 21st Century Learning 485F, Enrich 491D–491H, Lab Investigation: World in a Bottle 491I/575I, Performance Expectation Activity 508, 21st Century Learning 514, 21st Century Learning 517, Differentiated Instruction 549, Differentiated Instruction 553, Differentiated Instruction 555, Differentiated Instruction 555D, Key Concept Summary 555F, Enrich 563, Differentiated Instruction 565, Differentiated Instruction 569, Differentiated Instruction 569, 21st Century Learning 575D–575H, Lab Investigation: Consequences of Human Activity 575K, Performance Expectation Activity





d. Ask questions to gather and synthesize information from multiple sources to differentiate between Earth’s major terrestrial biomes (i.e., tropical rain forest, savannah, temperate forest, desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and marine). (Clarification statement: Emphasis is on the factors that influence patterns across biomes such as the climate, availability of food and water, and location.)

SE/TE: 518–527, What Are the Six Major Biomes? 526, Do the Math! 528–531, What Are the Two Major Aquatic Ecosystems? TE Only: 520, Professional Development Note 521, Differentiated Instruction 525, Differentiated Instruction 527C, Key Concept Summary 529, 21st Century Learning 530, 21st Century Learning 531, Differentiated Instruction

S7L5. Obtain, evaluate, and communicate information from multiple sources to explain the evolution of living organisms through inherited characteristics.

a. Use mathematical representations to evaluate explanations of how natural selection leads to changes in specific traits of populations over successive generations. (Clarification statement: Referencing data should be obtained from multiple sources including, but not limited to, existing research and simulations. Students should be able to calculate means, represent this data in a table or graph, and reference it when explaining the principles of natural selection.)

SE/TE: 196–197, Scenario Investigation: Worms Under Attack! 216–217, Explore the Big Question: Factors That Affect Natural Selection 216–219, What Is Natural Selection? 218, Do the Math! TE Only: 235J, Performance Expectation Activity

b. Construct an explanation based on evidence that describes how genetic variation and environmental factors influence the probability of survival and reproduction of a species.

SE/TE: 216–219, What Is Natural Selection? 224, My Planet Diary 234, Science and Society: The Incredible Shrinking Fish 560, Genetic Diversity 560, Apply It! TE Only: 197, Extension Activities 235I, Performance Expectation Activity





c. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, and extinction of organisms and their relationships to modern organisms. (Clarification statement: Evidence of evolution found in comparisons of current/modern organisms such as homologous structures, DNA, and fetal development will be addressed in high school.

SE/TE: 202–203, What Do Fossils Show? 207, How Do Fossils Show Age? 211, Fossils 220, My Planet Diary 221, Fossils 226–227, What Patterns Describe the Rate of Evolution? TE Only: 202, Professional Development Note 203, Differentiated Instruction 203F, Enrich 235G, Performance Expectation Activity




Custom Edition: Physical Science

GRADE 8 S8P1. Obtain, evaluate, and communicate information about the structure and properties of matter.

a. Develop and use a model to compare and contrast pure substances (elements and compounds) and mixtures. (Clarification statement: Include heterogeneous and homogeneous. Types of bonds and compounds will be addressed in high school physical science.)

SE/TE: 11, Substances 15–17, What Is Matter Made Of? 18–19, What Are Two Types of Mixtures? TE Only: 13, 19, Differentiated Instruction 18, 21st Century Learning 19, Build Inquiry 19C, Key Concept Summary 19E, Enrich

b. Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed.

SE/TE: 55, Temperature 57–58, What Happens to the Particles of a Solid as It Melts? 59–60, What Happens to the Particles of a Liquid as It Vaporizes? 61, What Happens to the Particles of a Solid as It Sublimes? 62–63, Explore the Big Question: The Changing States of Water 64–65, How Are Pressure and Temperature of a Gas Related? 66–67, How Are Volume and Temperature of a Gas Related? 75, Hot Science: A Shocking State TE Only: 61, Differentiated Instruction 63, Differentiated Instruction 75G, Performance Expectation Activity





c. Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter.

SE/TE: 12–13, Physical and Chemical Properties of Matter 125, Properties of Matter TE Only: 13, Build Inquiry 13C, Key Concept Summary 129, 21st Century Learning 41G, Performance Expectation Activity Online: Inquiry Warm-Up: Is a New Substance Formed? Quick Lab: What Is a Physical Change?

d. Construct an argument based on observational evidence to support the claim that when a change occurs, it can be classified as either chemical or physical. (Clarification statement: Evidence could include ability to separate mixtures, development of a gas, formation of a precipitate, change in energy, color, and/or form.)

SE/TE: 27–28, What Happens to a Substance in a Physical Change? 29–31, What Happens to a Substance in a Chemical Change? 125–127, How Can Changes in Matter Be Described? 128–130, How Do You Identify a Chemical Reaction? TE Only: 28, Teacher Demo 28, Professional Development Note 35F, Enrich 41G, Performance Expectation Activity 130, Teacher Demo 131E, Enrich 155B–155F, Lab Investigation: Where's the Evidence?





e. Develop models (e.g., atomic-level models, including drawings, and computer representations) by analyzing patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (including protons, neutrons, and electrons) and simple molecules.

SE/TE: 83–84, What Is a Modern Model of the Atom? 85–89, What Determines an Element's Chemistry? 87, Apply It! 99–100, How Are Atoms Held Together in a Covalent Bond? 103–105, How Do Bonded Atoms Become Partially Charged? TE Only: 83, Differentiated Instruction 87, Differentiated Instruction 89C, Key Concept Summary 103, Differentiated Instruction 105, Differentiated Instruction 117I, Performance Expectation Activity

f. Construct an explanation based on evidence to describe conservation of matter and mass in a chemical reaction including the resulting differences between products and reactants. (Clarification statement: Evidence could include models such as balanced chemical equations.)

SE/TE: 31, Conservation of Mass 136–139, How Is Mass Conserved During a Chemical Reaction? TE Only: 30, Address Misconceptions 31, Teacher Demo 31, Differentiated Instruction 135, Differentiated Instruction 135, Build Inquiry 137, Build Inquiry 155H, Performance Expectation Activity

S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.

a. Analyze and interpret data to create graphical displays that illustrate the relationships of kinetic energy to mass and speed, and potential energy to mass and height of an object.

SE/TE: 248–251, What Are Two Types of Energy? 249, Do the Math! 262–263, Explore the Big Question: Conserving Energy While You Ride TE Only: 269H–269I, Performance Expectation Activity





b. Plan and carry out an investigation to explain the transformation between kinetic and potential energy within a system (e.g., roller coasters, pendulums, rubber bands, etc.)

SE/TE: 244–245, Scenario Investigation: Stuck at the Top 260–261, Kinetic and Potential Energy 262–263, Explore the Big Question: Conserving Energy While You Ride TE Only: 245, Extension Activities 251E, Enrich 261, Build Inquiry

c. Construct an argument to support a claim about the type of energy transformations within a system [e.g., lighting a match (light to heat), turning on a light (electrical to light)].

SE/TE: 33, Transforming Chemical Energy 258–261, How Are Different Forms of Energy Related? 262–263, What Is the Law of Conservation of Energy? 262–263, Explore the Big Question: Conserving Energy While You Ride 380–381, How Is Electrical Energy Transformed Into Mechanical Energy? 387–389, How Can an Electric Current Be Produced in a Conductor? 390–391, How Does a Generator Work? TE Only: 245, Extension Activities 261, Differentiated Instruction 263, Differentiated Instruction 263C, Key Concept Summary 263E, Enrich

d. Plan and carry out investigations on the effects of heat transfer on molecular motion as it relates to the collision of atoms (conduction), through space (radiation), or in currents in a liquid or a gas (convection).

SE/TE: 280–281, How Is Heat Transferred? 282–283, Explore the Big Question: Where Does Heat Transfer on This Beach? TE Only: 282, 21st Century Learning 283, Differentiated Instruction 293G, Performance Expectation Activity





S8P3. Obtain, evaluate, and communicate information about cause and effect relationships between force, mass, and the motion of objects.

a. Analyze and interpret data to identify patterns in the relationships between speed and distance, and velocity and acceleration. (Clarification statement: Students should be able to analyze motion graphs, but students should not be expected to calculate velocity or acceleration.)

For supporting material please see SE/TE: 205–206, What Is Acceleration?

b. Construct an explanation using Newton’s Laws of Motion to describe the effects of balanced and unbalanced forces on the motion of an object.

SE/TE: 202–203, Scenario Investigation: Please Drop In 218–219, What Is Newton's First Law of Motion? 220–221, What Is Newton's Second Law of Motion? 222–223, What Is Newton's Third Law of Motion? 224–225, Explore the Big Question: What Makes a Bug Go Splat? TE Only: 223, Teacher Demo 225D, Key Concept Summary 239G–H, Performance Expectation Activity

c. Construct an argument from evidence to support the claim that the amount of force needed to accelerate an object is proportional to its mass (inertia).

SE/TE: 218–219, What Is Newton's First Law of Motion? 220–221, What is Newton's Second Law of Motion? 224–225, Explore the Big Question: What Makes a Bug Go Splat? TE Only: 239H, Performance Expectation Activity





S8P4. Obtain, evaluate, and communicate information to support the claim that electromagnetic (light) waves behave differently than mechanical (sound) waves.

a. Ask questions to develop explanations about the similarities and differences between electromagnetic and mechanical waves. (Clarification statement: Include transverse and longitudinal waves and wave parts such as crest, trough, compressions, and rarefactions.)

SE/TE: 301–302, What Forms Mechanical Waves? 303–305, What Are the Types of Mechanical Waves? 304, Apply It! 307–309, What Are the Amplitude, Wavelength, Frequency, and Speed of a Wave? 332–333, What Makes Up an Electromagnetic Wave? TE Only: 303, Teacher Demo 303, Differentiated Instruction

b. Construct an explanation using data to illustrate the relationship between the electromagnetic spectrum and energy.

SE/TE: 337, How Do Electromagnetic Waves Compare? 338–342, What Makes Up the Electromagnetic Spectrum? 343, Explore the Big Question: Surfing the Spectrum TE Only: 354, Writing in Science

c. Design a device to illustrate practical applications of the electromagnetic spectrum (e.g., communication, medical, military).

SE/TE: 337, How Do Electromagnetic Waves Compare? 338–342, What Makes Up the Electromagnetic Spectrum? 345–347, How Do Radio Waves Transmit Information? 348–349, How Does a Cellphone Work? 350–351, How Does Satellite Communication Work? 356, Museum of Science: Channel Surfin' on an Infrared Wave





d. Develop and use a model to compare and contrast how light and sound waves are reflected, refracted, absorbed, diffracted, or transmitted through various materials. (Clarification statement: Include echo and how color is seen but do not cover interference and scattering.)

For supporting material please see SE/TE: 304, Apply It! 306, My Planet Diary 312–319, Interactions of Waves 334, Wave Model of Light TE Only: 325D–325H, Lab Investigation: Making Waves 325J, Performance Expectation Activity Online: STEMQuest: Testing, Testing…1, 2, 3

e. Analyze and interpret data to predict patterns in the relationship between density of media and wave behavior (i.e., speed).

For supporting material please see SE/TE: 309, Speed 310, Do the Math? TE Only: 309, Teacher Demo

f. Develop and use a model (e.g., simulations, graphs, illustrations) to predict and describe the relationships between wave properties (e.g., frequency, amplitude, and wavelength) and energy.

SE/TE: 307, Amplitude 337, How Do Electromagnetic Waves Compare? 343, Explore the Big Question: Surfing the Spectrum TE Only: 325I, Performance Expectation Activity

g. Develop and use models to demonstrate the effects that lenses have on light (i.e. formation of an image) and their possible technological applications.

Online: STEM Quest: Design to Stop a Thief





S8P5. Obtain, evaluate, and communicate information about the phenomena of gravity, electricity, and magnetism as major forces acting in nature. Construct an argument using evidence to support the claim that fields (i.e., magnetic fields, gravitational fields, and electric fields) exist between objects exerting forces on each other even when the objects are not in contact.

Gravitational and electric fields fall outside the scope of Interactive Science ©2016, Custom Edition. For magnetic field content, please see SE/TE: 369–371, What Is a Magnetic Field's Shape? 372–373, What Is Earth's Magnetic Field Like? TE Only: 373C, Key Concept Summary 399H, Performance Expectation Activity

Plan and carry out investigations to demonstrate the distribution of charge in conductors and insulators.

For supporting material please see: SE/TE; 285, Conductors and Insulators; Online: Physical Science: Where is the Battery? Scenario-Based Act TE Only: 285, Teach Key Concepts

Plan and carry out investigations to identify the factors (e.g., distance between objects, magnetic force produced by an electromagnet with varying number of wire turns, varying number or size of dry cells, and varying size of iron core) that affect the strength of electric and magnetic forces. (Clarification statement: Including, but not limited to, generators or motors.)

SE/TE: 377, What Is a Magnetic Field Produced by a Current Like? 378–379, What Are the Characteristics of Solenoids and Electromagnets? TE Only: 363, Extension Activities 399G, Performance Expectation Activity

ga interactive science 2016 lep 6-8 - pearson education

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