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A Correlation of

Interactive Science Custom Edition:

Life, Earth, Physical ©2016

To the

2015 Alabama Course of Study

Science

Grades 6-8

A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016

to the 2015 Alabama Course of Study for Science, Grades 6-8

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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 2015 Alabama Course of Study for Science in Grades 6-8.

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

Lab 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.



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Table of Contents

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

GRADE 7 ............................................................................................................................................... 14

GRADE 8 ............................................................................................................................................... 22

Copyright ©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved.



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Alabama Course of Study

Grade 6 - Earth and Space Science Interactive Science, ©2016

GRADE 6

Earth’s Place in the Universe

1. Create and manipulate models (e.g., physical,

graphical, conceptual) to explain the

occurrences of day/night cycles, length of year,

seasons, tides, eclipses, and lunar phases

based on patterns of the observed motions of

celestial bodies.

EARTH SCIENCE

SE/TE:

400-401, Scenario Investigation

412-414, What Causes Seasons?

420-425, Chapter 11, Lesson 4

422, Figure 2 - Moon Phases

423, Figure 3 - Solar Eclipse

424, Figure 4 - Lunar Eclipse


436, Exercise 21

TE Only:

395A-395F, Lab Investigation

413, Build Inquiry - Compare and Contrast

Angles of Sunlight

413, Differentiated Instruction - Model

415, Differentiated Instruction - Write and

Model

425, Differentiated Instruction - Model Eclipses

425E, Enrich

429E, Enrich


439G/491G, Performance Expectation Activity

Online:

How Does the Moon Move? Inquiry Warm-Up

Moon Phases Quick Lab

Modeling the Moon’s Pull of Gravity Quick Lab

2. Construct models and use simulations (e.g.,

diagrams of the relationship between Earth and

man-made satellites, rocket launch,

International Space Station, elliptical orbits,

black holes, life cycles of stars, orbital periods

of objects within the solar system, astronomical

units and light years) to explain the role of

gravity in affecting the motions of celestial

bodies (e.g., planets, moons, comets, asteroids,

meteors) within galaxies and the solar system.

EARTH SCIENCE

SE/TE:


418, Figure 2 - Orbital Motion

TE Only:

491H, Performance Expectation Activity

Online:

What Factors Affect Gravity? Inquiry Warm-Up

What’s Doing the Pulling? Quick Lab

Around and Around We Go Quick Lab

Modeling Weather Satellites Quick Lab



5




3. Develop and use models to determine scale

properties of objects in the solar system (e.g.,

scale model representing sizes and distances of

the sun, Earth, moon system based on a one-

meter diameter sun).

EARTH SCIENCE

SE/TE:

453-455, What Makes Up the Solar System?

453, Do the Math!


465, Figure 1 - The Inner Planets


473, Figure 1 - The Outer Planets


481, Figure 1 - Areas of the Solar System

TE Only:

491I, Performance Expectation Activity

Online:

How Big Is Earth? Inquiry Warm-Up

Ring Around the Sun Inquiry Warm-Up

How Big Are the Planets? Inquiry Warm-Up

Earth’s Systems

4. Construct explanations from geologic

evidence (e.g., change or extinction of particular

living organisms; field evidence or

representations, including models of geologic

cross-sections; sedimentary layering) to identify

patterns of Earth’s major historical events (e.g.,

formation of mountain chains and ocean

basins, significant volcanic eruptions,

fossilization, folding, faulting, igneous intrusion,

erosion).

EARTH SCIENCE

SE/TE:


16, Figure 3 - Subduction


21, Figure 3 - Breaking Up Is Hard to Do

22, Figure 4 - The Andes

21-22, Figure 6 - Earth’s Changing Crust

29, Hot Science - An Ocean Is Born


39, Figure 1 - Stress in Earth’s Crust

44, Figure 5 - Tension and Normal Faults

45, Figure 6 - The Kaibab Plateau

236-237, What Are Some Features of the Ocean

Floor?

TE Only:

15, Build Inquiry - Model of the Ocean Floor

17F, Enrich

43, Teacher Demo - Modeling Synclines and

Anticlines

237, Differentiated Instruction - Research

Guyots

237, Build Inquiry - Graph the Ocean Floor

Online:

Mid-Ocean Ridges Quick Lab

Plate Interactions Inquiry Warm-Up

The Shape of the Ocean Floor Quick Lab



6




5. Use evidence to explain how different

geologic processes shape Earth’s history over

widely varying scales of space and time (e.g.,

chemical and physical erosion; tectonic plate

processes; volcanic eruptions; meteor impacts;

regional geographical features, including

Alabama fault lines, Rickwood Caverns, and

Wetumpka Impact Crater).

EARTH SCIENCE

SE/TE:


38-59, Chapter 2

66-88, Chapter 3


102-129, Chapter 4

103, Figure showing erosion/deposition cycle

496-499, STEM Activity

TE Only:

45F, Enrich



Online:

Freezing and Thawing Quick Lab

How Does Gravity Affect Materials On a Slope?

Inquiry Warm-Up

6. Provide evidence from data of the

distribution of fossils and rocks, continental

shapes, and seafloor structures to explain past

plate motions.

EARTH SCIENCE

SE/TE:


9, Figure 1 - Piecing It All Together

10 Figure 2 - Pangaea and Continental Drift



22-23, Figure 6 - How do moving plates change

Earth’s crust?

TE Only:

11E, Enrich

15, Differentiated Instruction - Cause-and-Effect

Table

17, Differentiated Instruction - Ocean Floor

Drawing

17F, Enrich

23, Differentiated Instruction - Write a

Paragraph

29G, Performance Expectation Activity



7




7. Use models to construct explanations of the

various biogeochemical cycles of Earth (e.g.,

water, carbon, nitrogen) and the flow of energy

that drives these processes.

EARTH SCIENCE

SE/TE:

216-217, What Is the Water Cycle?

225, Figure 6 - An Endless Cycle

310-311, How Does Water Move Through the

Atmosphere?

311, Figure 1 - The Water Cycle

TE Only:

217, Differentiated Instruction - What Drives the

Water Cycle?

257G/395H, Performance Expectation Activity

389E, Enrich

Online:

Water in the Air Quick Lab

LIFE SCIENCE

SE/TE:

510-511, What Processes Are Involved in the

Water Cycle?

511, Figure 1 - Water Cycle

512-513, How Are the Carbon and Oxygen

Cycles Related?

513, Figure 3 - Carbon and Oxygen Cycles

514-515, How Does Nitrogen Cycle Through

Ecosystems?

515, Figure 4 - Nitrogen Cycle

516-517, Figure 5 - How do energy and matter

move through ecosystems?

TE Only:

513, Differentiated Instruction - Two Cycles

517, Differentiated Instruction - Compare and

Contrast Cycles

517E, Enrich

Online:

Are You Part of a Cycle? Inquiry Warm-Up

Following Water Quick Lab

Carbon and Oxygen Blues Quick Lab

Playing Nitrogen Cycle Roles Quick Lab



8




8. Plan and carry out investigations that

demonstrate the chemical and physical

processes that form rocks and cycle Earth

materials (e.g., processes of crystallization,

heating and cooling, weathering, deformation,

and sedimentation).

EARTH SCIENCE

SE/TE:



138, Chapter 5, Getting Started

TE Only:

75, Teacher Demo - Mechanical Weathering

77, Teacher Demo - Chemical Weathering

Online:

How Fast Can It Fizz? Inquiry Warm-Up

Freezing and Thawing Quick Lab

Rusting Away Quick Lab

It’s All on the Surface Quick Lab

9. Use models to explain how the flow of Earth’s

internal energy drives a cycling of matter

between Earth’s surface and deep interior

causing plate movements (e.g., mid-ocean

ridges, ocean trenches, volcanoes, earthquakes,

mountains, rift valleys, volcanic islands).

EARTH SCIENCE

SE/TE:


14-15, Figure 2 - Sea-Floor Spreading

16, Figure 3 - Subduction


21, Figure 3 - Breaking Up Is Hard to Do

22, Figure 4 - The Andes

21-22, Figure 6 - Earth’s Changing Crust

29, Hot Science - An Ocean Is Born


39, Figure 1 - Stress in Earth’s Crust

44, Figure 5 - Tension and Normal Faults

45, Figure 6 - The Kaibab Plateau

236-237, What Are Some Features of the Ocean

Floor?

TE Only:

15, Build Inquiry - Model of the Ocean Floor

43, Teacher Demo - Modeling Synclines and

Anticlines

Online:

Mid-Ocean Ridges Quick Lab

Plate Interactions Inquiry Warm-Up



9




10. Use research-based evidence to propose a

scientific explanation regarding how the

distribution of Earth’s resources such as

minerals, fossil fuels, and groundwater are the

result of ongoing geoscience processes (e.g.,

past volcanic and hydrothermal activity, burial

of organic sediments, active weathering of

rock).

EARTH SCIENCE

SE/TE:


TE Only:


11. Develop and use models of Earth’s interior

composition to illustrate the resulting magnetic

field (e.g., magnetic poles) and to explain its

measureable effects (e.g., protection from

cosmic radiation).

For supporting content, please see:

PHYSICAL SCIENCE

SE/TE:

372-373, What Is Earth’s Magnetic Field Like?

TE Only:

373, Differentiated Instruction - Model Earth’s

Magnetic Field

373, Differentiated Instruction - Multimedia

Presentation

Online:

Earth’s Magnetic Field Quick Lab

12. Integrate qualitative scientific and technical

information (e.g., weather maps; diagrams;

other visualizations, including radar and

computer simulations) to support the claim that

motions and complex interactions of air masses

result in changes in weather conditions.

EARTH SCIENCE

SE/TE:



TE Only:


329, Differentiated Instruction - Weather

Forecasts


Online:

How Do Fluids of Different Densities Move?

Inquiry Warm-Up

Tracking Air Masses Quick Lab

How Does Latitude Affect Climate Inquiry

Warm-Up



10




a. Use various instruments (e.g.,

thermometers, barometers,

anemometers, wet bulbs) to monitor

local weather and examine weather

patterns to predict various weather

events, especially the impact of severe

weather (e.g., fronts, hurricanes,

tornados, blizzards, ice storms,

droughts).

EARTH SCIENCE

SE/TE:

270-271, What Instruments Measure Air

Pressure?

286-287, How Is Temperature Measured?

292, Measuring Wind

319-321, What Are the Common Types of

Precipitation?

321, What is Relative Humidity and How Is It

Measured?

322-323, What Are the Causes and Effects of

Floods and Droughts?



TE Only:

273F, Enrich

297E, Enrich


313E, Enrich

337, Differentiated Instruction - Hurricane

Movement

339, Differentiated Instruction - Sequencing

Tornado Formation

347E, Enrich


Online:

Build a Wind Vane Quick Lab

Measuring to Find the Dew Point Quick Lab

Predicting Weather Inquiry Warm-Up



11




13. Use models (e.g., diagrams, maps, globes,

digital representations) to explain how the

rotation of Earth and unequal heating of its

surface create patterns of atmospheric and

oceanic circulation that determine regional

climates.

EARTH SCIENCE

SE/TE:




294, Figure 4 - Heating of Earth’s Surface

295, Apply It!

296, Figure 5 - Global Wind Belts



TE Only:

297, Differentiated Instruction - Model Wind


303H/353H/395G, Performance Expectation

Activity

363, Teacher Demo - Air Temperature and

Altitude

364, Build Inquiry - Comparing Water and Soil


Online:

What Happens When Air Is Heated? Inquiry

Warm-Up

Temperature and Height Quick Lab

Does the Wind Turn? Inquiry Warm-Up

Bottom to Top Inquiry Warm-Up

Modeling Ocean Currents Quick Lab

Sunny Rays and Angles Quick Lab

Modeling Global Wind Belts Quick Lab

a. Use experiments to investigate how

energy from the sun is distributed

between Earth’s surface and its

atmosphere by convection and radiation

(e.g., warmer water in a pan rising as

cooler water sinks, warming one’s hands

by a campfire).

EARTH SCIENCE

SE/TE:


TE Only:

297, Differentiated Instruction - Model Wind

Online:

What Is the Greenhouse Effect? Inquiry Warm-

Up



12




14. Analyze and interpret data (e.g., tables,

graphs, maps of global and regional

temperatures; atmospheric levels of gases such

as carbon dioxide and methane; rates of

human activities) to describe how various

human activities (e.g., use of fossil fuels,

creation of urban heat islands, agricultural

practices) and natural processes (e.g., solar

radiation, greenhouse effect, volcanic activity)

may cause changes in local and global

temperatures over time.

EARTH SCIENCE

SE/TE:



394, Science Matters - Tracking Earth’s Gases

From Space

TE Only:


Online:

Earth’s Movement and Climate Quick Lab

Greenhouse Gases and Global Warming Quick

Lab

Earth and Human Activity

15. Analyze evidence (e.g., databases on human

populations, rates of consumption of food and

other natural resources) to explain how

changes in human population, per capita

consumption of natural resources, and other

human activities (e.g., land use, resource

development, water and air pollution,

urbanization) affect Earth’s systems.

EARTH SCIENCE

SE/TE:

224, How Can Lakes Change?


386, Figure 2 - Carbon Dioxide Levels



510, Apply It!





TE Only:


505E, Enrich

511, Differentiated Instruction - Calculate Your

Ecological Footprint

511E, Enrich

517E, Enrich

Online:

Environmental Issues Quick Lab

Using Resources Inquiry Warm-Up

How Does Mining Affect the Land? Inquiry

Warm-Up

STEMQuest - Shrinking Your Carbon Footprint

LIFE SCIENCE

TE Only:

517, Differentiated Instruction - Human Effects

on Cycles of Matter

575A-575H, Lab Investigation



13




16. Implement scientific principles to design

processes for monitoring and minimizing

human impact on the environment (e.g., water

usage, including withdrawal of water from

streams and aquifers or construction of dams

and levees; land usage, including urban

development, agriculture, or removal of

wetlands; pollution of air, water, and land).*

EARTH SCIENCE

SE/TE:


386, Figure 2 - Carbon Dioxide Levels

496-499, STEM Activity

511, Figure 4 – Conserving Resources at School

516, Apply It! – Question 4

518, My Planet Diary

520, Figure 1 – Sanitary Landfill Design

533, Assess Your Understanding – Question 2b

534, Figure 8 – Your Solutions

540, Figure 3 – Wastewater Treatment

541, Apply It!

542-543, Pollution and Solutions

545-546, Review and Assessment – Questions 4

and 13

548-549, Science Matters

TE Only:

521, Teacher Demo - Make a Model of a Landfill


Online:

Comparing Costs and Benefits Quick Lab

How Does Mining Affect the Land? Inquiry

Warm-Up

Modeling Soil Conservation Quick Lab

Cleaning Up Oil Spills Quick Lab

Quest - Construction Without Destruction


STEMQuest - To Cross or Not to Cross



14



Grade 7 – Life Science Interactive Science ©2016

GRADE 7

From Molecules to Organisms: Structures and Processes

1. Engage in argument from evidence to

support claims of the cell theory.

LIFE SCIENCE

SE/TE:

46-47, What Are Cells?

48-49, What Is Cell Theory?

TE Only:


Online:

Comparing Cells Quick Lab

2. Gather and synthesize information to explain

how prokaryotic and eukaryotic cells differ in

structure and function, including the methods

of asexual and sexual reproduction.

LIFE SCIENCE

SE/TE:

11, Reproduction




TE Only:

57, Differentiated Instruction - Prokaryotic Cells

271, Differentiated Instruction - Asexual Versus

Sexual Reproduction

337, Differentiated Instruction - Aphids

337, Differentiated Instruction - Compare and

Contrast

339, Differentiated Instruction - Asexual

Reproduction of a Polyp

339, Differentiated Instruction - Gemmules

Online:

Making More Inquiry Warm-Up

Types of Reproduction Quick Lab

3. Construct an explanation of the function

(e.g., mitochondria releasing energy during

cellular respiration) of specific cell structures

(i.e., nucleus, cell membrane, cell wall,

ribosomes, mitochondria, chloroplasts, and

vacuoles) for maintaining a stable environment.

LIFE SCIENCE

SE/TE:


55-61, How Do the Parts of a Cell Work?

55, Figure 1 - A Typical Animal Cell

56-57, Figure 2 - Organelles of a Cell

58-59, Figure 3 - Cells in Living Things

60, Apply It!

TE Only:

57, Differentiated Instruction - Division of Labor

57, Differentiated Instruction - Prokaryotic Cells

57, Differentiated Instruction - Endosymbiotic

Hypothesis

59, Differentiated Instruction - Cell Diversity

61, Teacher Demo - A Function of Plant Vacuoles



15




4. Construct models and representations of

organ systems (e.g., circulatory, digestive,

respiratory, muscular, skeletal, nervous) to

demonstrate how multiple interacting organs

and systems work together to accomplish

specific functions.

LIFE SCIENCE

SE/TE:

62-63, How Do Cells Work Together in an

Organism?

292-357, Chapter 8


364-403, Chapter 9


416-449, Chapter 10

TE Only:

63, Differentiated Instruction - Cells in Tissues

303, Differentiated Instruction – Modeling

Muscles

319E, Enrich

330, Differentiated Instruction - Model Lungs

333, Differentiated Instruction -Sequence Blood

Flow

367, Differentiated Instruction - Levels of

Organization

369, Differentiated Instruction - Body System

369, Differentiated Instruction - Plant

Organization

369E, Enrich

377, Differentiated Instruction - Systems That

Control

377F, Enrich




Online:

Comparing Bone and Cartilage Quick Lab

Tissues, Organs, Systems Quick Lab

How Is Your Body Organized? Inquiry Warm-Up

Design a Nervous System Quick Lab

Compare Nervous Systems Quick Lab

Webbing Along Quick Lab

Comparing Circulatory Systems Quick Lab

Types of Reproduction Quick Lab

Types of Fertilization Quick Lab

Working Together Act I Quick Lab

Working Together Act II Quick Lab

How Does Your Body Respond? Inquiry Warm-

Up



16




Ecosystems: Interactions, Energy, and Dynamics

5. Examine the cycling of matter between

abiotic and biotic parts of ecosystems to

explain the flow of energy and the conservation

of matter.

LIFE SCIENCE

SE/TE:




551, Abiotic Resources

552, Biotic Resources

TE Only:

503, Differentiated Instruction - Concept Map

503, Differentiated Instruction - Observe a Local

Habitat

504, Apply It!

505, Differentiated Instruction - Demonstrate

Omnivores’ Relationships in a Food Web

505, Differentiated Instruction - Identify the

Food Chains

506, Build Inquiry - Identify Available Energy

509E. Enrich

513, Build Inquiry - Predict Carbon and Oxygen

Cycling

513, Differentiated Instruction - Two Cycles

515, Differentiated Instruction - Nitrogen in Soil

517 Differentiated Instruction - Compare and

Contrast Cycles

517F, Enrich


537J/575J, Performance Expectation Activity

Online:

Where Did Your Dinner Come From? Inquiry

Warm-Up

Observing Decomposition Quick Lab

Ecosystems Food Chains Quick Lab

Are You Part of a Cycle? Inquiry Warm-Up

Carbon and Oxygen Blues Quick Lab

Playing Nitrogen Cycle Roles Quick Lab

a. Obtain, evaluate, and communicate

information about how food is broken

down through chemical reactions to

create new molecules that support

growth and/or release energy as it moves

through an organism.

For supporting content, please see:

LIFE SCIENCE

SE/TE:


375, Getting Food



17




b. Generate a scientific explanation based

on evidence for the role of

photosynthesis and cellular respiration in

the cycling of matter and flow of energy

into and out of organisms.

LIFE SCIENCE

SE/TE:



TE Only:



Online:

What Are the Yeast Cells Doing? Inquiry Warm-

Up

Energy from the Sun Quick Lab

Cellular Respiration Inquiry Warm-Up

Observing Fermentation Quick Lab

6. Analyze and interpret data to provide

evidence regarding how resource availability

impacts individual organisms as well as

populations of organisms within an ecosystem.

LIFE SCIENCE

SE/TE:


469, Do the Math!

471, Figure 2 - Changes in a Rabbit Population


482, Do the Math!

558, Figure 2 - Keystone Otters

TE Only:

471, Differentiated Instruction - Growth Rate of

a Population

471, Build Inquiry - Calculating Growth Rate

475E, Enrich

483, Differentiated Instruction - Predator-Prey

Interactions

491I/575I, Performance Expectation Activity

Online:

Growing and Shrinking Quick Lab

Elbow Room Quick Lab

7. Use empirical evidence from patterns and

data to demonstrate how changes to physical

or biological components of an ecosystem (e.g.,

deforestation, succession, drought, fire,

disease, human activities, invasive species) can

lead to shifts in populations.

LIFE SCIENCE

SE/TE:

466-467, How Is an Ecosystem Organized?

468-475 Chapter 11, Lesson 2


482, Do the Math!

TE Only:

575K, Performance Expectation Activity

Online:

Population Inquiry Warm-Up

Growing and Shrinking Quick Lab



18




8. Construct an explanation to predict patterns

of interactions in different ecosystems in terms

of the relationships between and among

organisms (e.g., competition, predation,

mutualism, commensalism, parasitism).

LIFE SCIENCE

SE/TE:


469, Do the Math!



482, Do the Math!

558, Figure 2 - Keystone Otters

TE Only:

481, Differentiated Instruction - Classify Roles

491J, Performance Expectation Activity

563, Differentiated Instruction - Species

Competition

Online:

Competition and Predation Quick Lab

Types of Symbiosis Quick Lab

9. Engage in argument to defend the

effectiveness of a design solution that

maintains biodiversity and ecosystem services

(e.g., using scientific, economic, and social

considerations regarding purifying water,

recycling nutrients, preventing soil erosion).

LIFE SCIENCE

SE/TE:

508-509, How Do Human Activities Affect

Ecosystems?


562-564, How Do Humans Affect Biodiversity?

574, Science and History - Endangered No More

575, Science and History - Recovering from the

Dust Bowl

TE Only:

565, Differentiated Instruction - Human Impact

575L, Performance Expectation Activity

Online:

Consequences of Human Activity Quick Lab

Quest - Construction without Destruction


STEMQuest - To Cross or Not to Cross



19




10. Use evidence and scientific reasoning to

explain how characteristic animal behaviors

(e.g., building nests to protect young from cold,

herding to protect young from predators,

attracting mates for breeding by producing

special sounds and displaying colorful plumage,

transferring pollen or seeds to create

conditions for seed germination and growth)

and specialized plant structures (e.g., flower

brightness, nectar, and odor attracting birds

that transfer pollen; hard outer shells on seeds

providing protection prior to germination)

affect the probability of successful reproduction

of both animals and plants.

LIFE SCIENCE

SE/TE:

266-267, What Are the Structures of a Flower?


270, Figure 2 - Eyes on Potatoes

272-273, Figure 3 - Gymnosperm Reproduction

Cycle

349-350, How Do Animals Care for Their Young?

TE Only:

267, Differentiated Instruction - Flower Parts

and Functions

267, Build Inquiry - Observing the Structure of a

Flower

273, Build Inquiry - The Scoop on Cones

275, Differentiated Instruction - Flower and

Fruit Roles

275E, Enrich

291I/357G, Performance Expectation Activity

349, Differentiated Instruction - Crocodile

Mothers

351, Differentiated Instruction - Cowbirds

Online:

Modeling Flowers Quick Lab

Where Are the Seeds? Quick Lab

To Care of Not to Care Quick Lab

Quest - Construction Without Destruction

11. Analyze and interpret data to predict how

environmental conditions (e.g., weather,

availability of nutrients, location) and genetic

factors (e.g., selective breeding of cattle or

crops) influence the growth of organisms (e.g.,

drought decreasing plant growth, adequate

supply of nutrients for maintaining normal

plant growth, identical plant seeds growing at

different rates in different weather conditions,

fish growing larger in large ponds than in small

ponds).

LIFE SCIENCE

SE/TE:


TE Only:

279, 21st Century Learning




20




Heredity: Inheritance and Variation of Traits

12. Construct and use models (e.g., monohybrid

crosses using Punnett squares, diagrams,

simulations) to explain that genetic variations

between parent and offspring (e.g., different

alleles, mutations) occur as a result of genetic

differences in randomly inherited genes located

on chromosomes and that additional variations

may arise from alteration of genetic

information.

LIFE SCIENCE

SE/TE:


130-131, Figure 1 - How to Make a Punnett

Square

133, Apply It!

TE Only:

131, Observe Crosses in Tobacco Plants

133E, Enrich


Online:

What’s the Chance? Inquiry Warm-Up

Coin Crosses Quick Lab

13. Construct an explanation from evidence to

describe how genetic mutations result in

harmful, beneficial, or neutral effects to the

structure and function of an organism.

LIFE SCIENCE

SE/TE:

169-170, How Can Mutations Affect an

Organism?

171, How Is Cancer Related to Mutations and

the Cell Cycle?

Online:

Effects of Mutations Quick Lab

14. Gather and synthesize information

regarding the impact of technologies (e.g., hand

pollination, selective breeding, genetic

engineering, genetic modification, gene

therapy) on the inheritance and/or appearance

of desired traits in organisms.

LIFE SCIENCE

SE/TE:

181-185, How Can Organisms Be Produced

With Desired Traits?

TE Only:

182, Build Inquiry - Apply Concepts of

Hybridization

183, Differentiated Instruction - Ethics of

Cloning

184, Build Inquiry - Modeling Gene Splicing

185, Differentiated Instruction - Genetically

Engineered Medicine

185E, Enrich




21




Unity and Diversity

15. Analyze and interpret data for patterns of

change in anatomical structures of organisms

using the fossil record and the chronological

order of fossil appearance in rock layers.

LIFE SCIENCE

SE/TE:


207, How Do Fossils Show Age?

207, Figure 4 - Index Fossils

220, Fossils

226, Figure 2 - Horse Evolution

TE Only:

203F, Enrich

223E, Enrich



Online:

Exploring Geologic Time Through Core Samples

Lab Investigation

16. Construct an explanation based on

evidence (e.g., cladogram, phylogenetic tree) for

the anatomical similarities and differences

among modern organisms and between

modern and fossil organisms, including living

fossils (e.g., alligator, horseshoe crab, nautilus,

coelacanth).

LIFE SCIENCE

SE/TE:



222, Figure 2 - Homologous Structures

223, Apply It!

TE Only:

222, Build Inquiry - Observe Similar Species

223, Differentiated Instruction - Compare

Animals

223, Differentiated Instruction - Oral Report


17. Obtain and evaluate pictorial data to

compare patterns in the embryological

development across multiple species to identify

relationships not evident in the adult anatomy.

LIFE SCIENCE

SE/TE:

221, Similarities in Early Development

221, Figure 1 - Similarities in Development

TE Only:

357I/455J, Performance Expectation Activity

18. Construct an explanation from evidence

that natural selection acting over generations

may lead to the predominance of certain traits

that support successful survival and

reproduction of a population and to the

suppression of other traits.

LIFE SCIENCE

SE/TE:


213, Figure 3 - Galapagos Finches

218, Do the Math!

219. Figure 6 - Environmental Change

TE Only:




22



Grade 8 – Physical Science Interactive Science, ©2016

GRADE 8

Matter and Its Interactions

1. Analyze patterns within the periodic table to

construct models (e.g., molecular-level models,

including drawings; computer representations)

that illustrate the structure, composition, and

characteristics of atoms and molecules.

PHYSICAL SCIENCE

SE/TE:


16, Figure 1 - Atoms and Molecules



87, Apply It!

TE Only:

93, Differentiated Instruction - Positive and

Negative

Online:

What Are the Trends in the Periodic Table?

Inquiry Warm-Up

Sharing Electrons Quick Lab

2. Plan and carry out investigations to generate

evidence supporting the claim that one pure

substance can be distinguished from another

based on characteristic properties.

For supporting content, please see

PHYSICAL SCIENCE

SE/TE:


15-16, Elements

15, Apply It!

Online:

How Do You Describe Matter? Inquiry Warm-Up

Observing Physical Properties Quick Lab

3. Construct explanations based on evidence

from investigations to differentiate among

compounds, mixtures, and solutions.

PHYSICAL SCIENCE

SE/TE:



Online:

What Makes a Mixture a Solution? Inquiry

Warm-Up

Scattered Light Quick Lab

a. Collect and analyze information to

illustrate how synthetic materials (e.g.,

medicine, food additives, alternative

fuels, plastics) are derived from natural

resources and how they impact society.

PHYSICAL SCIENCE

TE Only:




23




4. Design and conduct an experiment to

determine changes in particle motion,

temperature, and state of a pure substance

when thermal energy is added or removed.

PHYSICAL SCIENCE

SE/TE:




TE Only:

63, Differentiated Instruction - Diagram

Changes of State

75A-75F Lab Investigation


Online:

Melting Ice Quick Lab

Keeping Cool Quick Lab

5. Observe and analyze characteristic

properties of substances (e.g., odor, density,

solubility, flammability, melting point, boiling

point) before and after the substances combine

to determine if a chemical reaction has

occurred.

PHYSICAL SCIENCE

SE/TE:


15-16, Elements

15, Apply It!



126, Apply It!

TE Only:


155A-155F Lab Investigation

Online:

What Happens When Chemicals React? Inquiry

Warm-Up

Observing Chemical Change Inquiry Warm-Up

Reactants and Products Virtual Lab



24




6. Create a model, diagram, or digital

simulation to describe conservation of mass in

a chemical reaction and explain the resulting

differences between products and reactants.

PHYSICAL SCIENCE

SE/TE:

31, Conservation of Mass

136-139, How Is Mass Conserved During a

Chemical Reaction?

TE Only:

135, Differentiated Instruction - Jellybean

Equation

137, Build Inquiry - Still There

139, Build Inquiry - A Balancing Act

139, Differentiated Instruction - Drawing

Formulas and Equations



Online:

What Happens When Chemicals React? Inquiry

Warm-Up

Observing Change Quick Lab

Did You Lose Anything? Inquiry Warm-Up

Information in a Chemical Equation Quick Lab

Is Matter Conserved? Quick Lab

7. Design, construct, and test a device (e.g.,

glow stick, hand warmer, hot or cold pack,

thermal wrap) that either releases or absorbs

thermal energy by chemical reactions (e.g.,

dissolving ammonium chloride or calcium

chloride in water) and modify the device as

needed based on criteria (e.g.,

amount/concentration, time, temperature).*

PHYSICAL SCIENCE

SE/TE:

130-131, Changes in Energy



TE Only:




25




Motion and Stability: Forces and Interactions

8. Use Newton’s first law to demonstrate and

explain that an object is either at rest or moves

at a constant velocity unless acted upon by an

external force (e.g., model car on a table

remaining motionless until pushed).

PHYSICAL SCIENCE

SE/TE:

218-219, What Is Newton’s First Law of Motion?

224-225, Figure 5 - What Makes a Bug Go Splat?


TE Only:

229, Differentiated Instruction - Transfer

Momentum

Online:

What Changes Motion? Inquiry Warm-Up

Around and Around Quick Lab

9. Use Newton’s second law to demonstrate

and explain how changes in an object’s motion

depend on the sum of the external forces on

the object and the mass of the object (e.g.,

billiard balls moving when hit with a cue stick).

PHYSICAL SCIENCE

SE/TE:

220-221, What Is Newton’s Second Law of

Motion?

220, Figure 2 - Newton’s Second Law

221, Do the Math!



TE Only:

220, Teacher Demo - Force Affects Acceleration

221, Differentiated Instruction - Write Word

Problems

229, Differentiated Instruction - Transfer

Momentum

229E, Enrich


Online:

How Pushy Is a Straw? Inquiry Warm-Up

Newton’s Second Law Quick Lab

Colliding Cars Quick Lab



26




10. Use Newton’s third law to design a model to

demonstrate and explain the resulting motion

of two colliding objects (e.g., two cars bumping

into each other, a hammer hitting a nail).*

PHYSICAL SCIENCE

SE/TE:

222-223, What Is Newton’s Third Law of

Motion?



TE Only:

223, Differentiated Instruction - Make a Rocket

223, Teacher Demo - Action-Reaction in Action


Online:

Colliding Cars Quick Lab

11. Plan and carry out investigations to evaluate

how various factors (e.g., electric force

produced between two charged objects at

different distances; 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) affect the strength of

electric and magnetic forces.

PHYSICAL SCIENCE

SE/TE:



TE Only:


12. Construct an argument from evidence

explaining that fields exist between objects

exerting forces on each other (e.g., interactions

of magnets, electrically charged strips of tape,

electrically charged pith balls, gravitational pull

of the moon creating tides) even when the

objects are not in contact.

PHYSICAL SCIENCE

SE/TE:



TE Only:

97, Differentiated Instruction - Visualize

Attractive Forces


Online:

Natural Magnets Inquiry Warm-Up

Predict the Field Inquiry Warm-Up

Electromagnetism Inquiry Warm-Up

Spinning in Circles Quick Lab



27




Energy

13. Create and analyze graphical displays of

data to illustrate the relationships of kinetic

energy to the mass and speed of an object (e.g.,

riding a bicycle at different speeds, hitting a

table tennis ball versus a golf ball, rolling similar

toy cars with different masses down an incline).

PHYSICAL SCIENCE

SE/TE:


248-249, Kinetic Energy


TE Only:


Online:

How High Does a Ball Bounce? Inquiry Warm-

Up

Mass, Velocity, and Kinetic Energy Quick Lab

Law of Conservation of Energy Quick Lab

Soaring Straws Quick Lab

14. Use models to construct an explanation of

how a system of objects may contain varying

types and amounts of potential energy (e.g.,

observing the movement of a roller coaster cart

at various inclines, changing the tension in a

rubber band, varying the number of batteries in

a series, observing a balloon with static

electrical charge being brought closer to a

classmate’s hair).

PHYSICAL SCIENCE

SE/TE:

250-251, Potential Energy

250, Figure 3 - Gravitational Potential Energy

253, Figure 1 - Mechanical Energy


260, Figure 1 - Falling Ball

260, Figure 2 - Pendulum

261, Figure 3 - Pole Vault

262, Figure 4 - Conserving Energy While You

Ride

TE Only:

263D, Review and Reinforce


Online:


Up

What Would Make a Card Jump Inquiry Warm-

Up





28




15. Analyze and interpret data from

experiments to determine how various factors

affect energy transfer as measured by

temperature (e.g., comparing final water

temperatures after different masses of ice melt

in the same volume of water with the same

initial temperature, observing the temperature

change of samples of different materials with

the same mass and the same material with

different masses when adding a specific

amount of energy).

PHYSICAL SCIENCE

SE/TE:




TE Only:

269K, Performance Expectation Activity

Online:

Temperature and Thermal Energy Quick Lab

What Does It Mean to Heat Up? Inquiry Warm-

Up

Thermal Properties Inquiry Warm-Up

16. Apply the law of conservation of energy to

develop arguments supporting the claim that

when the kinetic energy of an object changes,

energy is transferred to or from the object (e.g.,

bowling ball hitting pins, brakes being applied

to a car).

PHYSICAL SCIENCE

SE/TE:


248-249, Kinetic Energy

250-251, Potential Energy

253, Calculating Mechanical Energy

260-261, Kinetic and Potential Energy

TE Only:

251E, Enrich


Online:


Up

Mass, Velocity, and Kinetic Energy Quick Lab





29




Waves and Their Applications in Technologies for Information Transfer

17. Create and manipulate a model of a simple

wave to predict and describe the relationships

between wave properties (e.g., frequency,

amplitude, wavelength) and energy.

PHYSICAL SCIENCE

SE/TE:


303, Figure 2 - Motion in a Transverse Wave


307, Figure 1 - Amplitude

308-309, Figure 2 - Properties of Waves

310, Do the Math!

TE Only:

303, Differentiated Instruction - Draw Waves

303, Teacher Demo - Diagram Transverse

308, Differentiated Instruction - Make a

Diagram


Online:

What Are Waves? Inquiry Warm-Up

What Do Waves Look Like? Inquiry Warm-Up

Properties of Waves Quick Lab

What Affects the Speed of a Wave Quick Lab

How Can a Wave Change? Inquiry Warm-Up

a. Analyze and interpret data to illustrate an

electromagnetic spectrum.

PHYSICAL SCIENCE

SE/TE:

338-342, What Makes Up the Electromagnetic

Spectrum?

337, Figure 1 - Comparing Electromagnetic

Waves

338, Figure 2 - The Electromagnetic Spectrum

TE Only:

339, Differential Instruction - Make a Drawing



30




18. Use models to demonstrate how light and

sound waves differ in how they are absorbed,

reflected, and transmitted through different

types of media.

PHYSICAL SCIENCE

SE/TE:

313-315, What Changes the Direction of a

Wave?

TE Only:

313, Build Inquiry - Reflecting Light Around a

Barrier



19. Integrate qualitative information to explain

that common communication devices (e.g.,

cellular telephones, radios, remote controls, Wi-

Fi components, global positioning systems

[GPS], wireless technology components) use

electromagnetic waves to encode and transmit

information.

PHYSICAL SCIENCE

SE/TE:


TE Only:


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