ut interactive science 2016...

A Correlation of

Interactive Science ©2016

To the

Utah Science with Engineering Education (SEEd) Standards, Grades 6-8

Utah Course Codes: 0805000005, 08050000001, 08050000010

A Correlation of Interactive Science ©2016, Grades 6-8 to the Utah Science with Engineering Education Standards

2 SE = Student Edition TE = Teacher Edition PEA = Performance Expectation Activity

Resource Title: Pearson Interactive Science, Digital Update Publisher: Pearson Education, Inc., publishing as Prentice Hall ISBN: SE: 9780328875191 / 9780328875207 / 9780328875214 / 9780328875221 / 9780328875238 / 9780328875245 / 9780328875252 / 9780328875269 / 9780328875276 / 9780328875306 / 9780328875290 / 9780328875283 Media (text, software, internet, multimedia): Multimedia Author: Buckley Copyright: 2016 Review Date: 08/23/2016 Core Subject Area: Science



Table of Contents

GRADE 6 ................................................................................................................................................. 5

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

GRADE 8 ............................................................................................................................................... 30

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



Introduction

The following document demonstrates how Interactive Science ©2016, Grades 6-8, supports the Utah Science with Engineering Education (SEEd) standards. Correlation references are to the Student Editions, Teacher Editions, and online Lab, Quest/STEMQuest, and Performance Expectation activities. Interactive Science is a middle school science program composed of twelve student modules spanning life, earth, physical, and nature 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 support all three parts of the NGSS framework (Disciplinary Core Ideas, Cross-Cutting Concepts, and Science and Engineering Practices) by diving deep into real world topics at each grade level. A focus on the Science and Engineering Practices ensure your students can apply what they have learned to new situations and new content. Online Performance Expectation Activities are designed to meet specific NGSS Performance Expectations and support the associated DCI, CCC, and SEPs.

Interactive Science Modules Quest/ STEMQuest Activities

Science and Technology Testing, Testing…1, 2, 3

Earth’s Structure To Hike or Not to Hike

Earth’s Surface The Big Fossil Hunt

Water and the Atmosphere Shrinking Your Carbon Footprint

Astronomy and Space Science Searching for a Star

Ecology and the Environment To Cross or Not to Cross

Cells and Heredity Funky Fruit

The Diversity of Life Construction without Destruction

Human Body Systems Peak Performance Plan

Introduction to Chemistry Hot and Cool Chemistry

Forces and Energy Keep Hot Liquids Hot

Sound and Light Design to Stop a Thief



Utah Science with Engineering Education (SEEd) Standards


GRADE 6 Strand 6.1: STRUCTURE AND MOTION WITHIN THE SOLAR SYSTEM The solar system consists of the Sun, planets, and other objects within Sun’s gravitational influence. Gravity is the force of attraction between masses. The Sun-Earth-Moon system provides an opportunity to study interactions between objects in the solar system that influence phenomena observed from Earth. Scientists use data from many sources to determine the scale and properties of objects in our solar system.

Standard 6.1.1 Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons. Examples of models could be physical, graphical, or conceptual.

Astronomy and Space Science SE/TE: Chapter 1: Earth, Moon, and Sun 1 Lesson 4: Phases and Eclipses 22-27 Inquiry Warm-Up: How Does the Moon Move? 22 Quick Lab: Moon Phases 24 Quick Lab: Eclipses 27 TE Only: After the Inquiry Warm-Up: How Does the Moon Move? 27A PEA: Space Systems: MS-ESS1-1

Standard 6.1.2 Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.

Astronomy and Space Science SE/TE: Chapter 1: Earth, Moon, and Sun 1 Lesson 3: Gravity and Motion 18-21 Inquiry Warm-Up: What Factors Affect Gravity? 18 Quick Lab: What's Doing the Pulling? 19 Quick Lab: Around and Around We Go 21 TE Only: After the Inquiry Warm-Up: What Factors Affect Gravity? 21A PEA: Space Systems: MS-ESS1-2 STEMQuest: Searching for a Star





Standard 6.1.3 Use computational thinking to analyze data and determine the scale and properties of objects in the solar system. Examples of scale could include size and distance. Examples of properties could include layers, temperature, surface features, and orbital radius. Data sources could include Earth and space-based instruments such as telescopes and satellites. Types of data could include graphs, data tables, drawings, photographs, and models.

Astronomy and Space Science SE/TE: Chapter 1: Earth, Moon, and Sun 1 Lesson 6: Earth's Moon 32-35 Quick Lab: Moonwatching 35 Chapter 3: The Solar System 74 Lesson 2: Introducing the Solar System 82-87 Inquiry Warm-Up: How Big Is Earth? 82 Interactivity: Objects of the Solar System Lab investigation: Speeding Around the Sun 85 Virtual Lab: Solar System Lesson 3: The Sun 88-93 Quick Lab: Layers of the Sun 91 Do the Math: Solar Temperature 91 Lesson 4: The Inner Planets 94-101 Inquiry Warm-Up: Ring Around the Sun 94 Quick Lab: Characteristics of the Inner Planets 95 Quick Lab: Greenhouse Effect 101 Lesson 5: The Outer Planets 102-109 Inquiry Warm-Up: How Big Are the Planets? 102 Quick Lab: Density Mystery 103 Quick Lab: Make a Model of Saturn 109 Quick Lab: Changing Orbits 115 TE Only: Enrich: Earth's Moon 35E After the Inquiry Warm-Up: Introducing the Solar System 87A Differentiated Instruction – Make Flashcards, 85 Enrich: Introducing the Solar System 87E Enrich: The Sun 93E After the Inquiry Warm-Up: The Inner Planets 101A Enrich: The Inner Planets 101E After the Inquiry Warm-Up: The Outer Planets 109A Enrich: The Outer Planets 109E Enrich: Small Solar System Objects 115E





Strand 6.2: ENERGY AFFECTS MATTER Matter and energy are fundamental components of the universe. Matter is anything that has mass and takes up space. Transfer of energy creates change in matter. Changes between general states of matter can occur through the transfer of energy. Density describes how closely matter is packed together. Substances with a higher density have more matter in a given space than substances with a lower density. Changes in heat energy can alter the density of a material. Insulators resist the transfer of heat energy, while conductors easily transfer heat energy. These differences in energy flow can be used to design products to meet the needs of society.

Standard 6.2.1 Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2).

Introduction to Chemistry SE/TE: Chapter 1: Introduction to Matter 1 Lesson 2: Classifying Matter 8-13 What Is Matter Made Of? 9 Quick Lab: Modeling Atoms and Molecules 11 Chapter 3: Elements and the Periodic Table 68 Lesson 4 Nonmetals and Metalloids 96-105

Standard 6.2.2 Develop a model to predict the effect of heat energy on states of matter and density. Emphasize the arrangement of particles in states of matter (solid, liquid, or gas) and during phase changes (melting, freezing, condensing, and evaporating).

Introduction to Chemistry SE/TE: Chapter 2: Solids, Liquids, and Gases 36 Lesson 2: Changes of State 48-55 Inquiry Warm-Up: What Happens When You Breathe on a Mirror? 48 Quick Lab: Melting Ice 50 Quick Lab: Keeping Cool 52 Quick Lab: Observing Sublimation 55 TE Only: After the Inquiry Warm-Up: What Happens When You Breathe on a Mirror? 55A





Standard 6.2.3 Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter. Emphasize recording and evaluating data, and communicating the results of the investigation.

Forces and Energy SE/TE: Chapter 5: Thermal Energy and Heat 132 Lesson 1: Temperature, Thermal Energy, and Heat 136-139 Inquiry Warm-Up: How Cold Is the Water? 136 Virtual Lab: Temperature or Heat? Quick Lab: Temperature and Thermal Energy 139 Lesson 2: The Transfer of Heat 140-143 Inquiry Warm-Up: What Does It Mean to Heat Up? 140 Quick Lab: Visualizing Convection Currents 143 TE Only: After the Inquiry Warm-Up: Temperature, Thermal Energy, and Heat 139A After the Inquiry Warm-Up: What Does It Mean to Heat Up? 143A

Standard 6.2.4 Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize demonstrating how the structure of differing materials allows them to function as either conductors or insulators.

Forces and Energy SE/TE: Lesson 3: Thermal Properties 144-147 Inquiry Warm-Up: Thermal Properties 144 TE Only: After the Inquiry Warm-Up: Thermal Properties 147A STEMQuest: Keep Hot Liquids Hot





Strand 6.3: EARTH’S WEATHER PATTERNS AND CLIMATE All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. Heat energy from the Sun, transmitted by radiation, is the primary source of energy that affects Earth’s weather and drives the water cycle. Uneven heating across Earth’s surface causes changes in density, which result in convection currents in water and air, creating patterns of atmospheric and oceanic circulation that determine regional and global climates.

Standard 6.3.1 Develop a model to describe how the cycling of water through Earth’s systems is driven by energy from the Sun, gravitational forces, and density.

Astronomy and Space Science SE/TE: Lesson 5: Tides 28-31 Inquiry Warm-Up: When Is High Tide? 28 Quick Lab: Modeling the Moon's Pull of Gravity 31 TE Only: After the Inquiry Warm-Up: When Is High Tide? 31A Water and the Atmosphere SE/TE: Chapter 1: Fresh Water 1 Lesson 1: Water on Earth 4-9 Inquiry Warm-Up: Where Does the Water Come From? 4 Quick Lab: Water, Water Everywhere 5 Quick Lab: Water on Earth 7 Quick Lab: Water from Trees 9 Chapter 4: Weather 114 Lesson 1: Water in the Atmosphere 118-121 Inquiry Warm-Up: Where Did the Water Go? 118 Quick Lab: Water in the Air 119 Quick Lab: Measuring To Find the dew Point 121 TE Only: After the Inquiry Warm-Up: Where Does the Water Come From? 9A After the Inquiry Warm-Up: Where Did the Water Go? 121A PEA: Earth's Systems: PE-MS-ESS2-4 Weather and Climate: PE-MS-ESS2-5





Standard 6.3.2 Investigate the interactions between air masses that cause changes in weather conditions. Collect and analyze weather data to provide evidence for how air masses flow from regions of high pressure to low pressure causing a change in weather. Examples of data collection could include field observations, laboratory experiments, weather maps, or diagrams.

Water and the Atmosphere SE/TE: Chapter 4: Weather 114 Lesson 1: Water in the Atmosphere 118-121 Inquiry Warm-Up: Where Did the Water Go? 118 Quick Lab: Water in the Air 119 Quick Lab: Measuring To Find the Dew Point 121 Lesson 4: Air Masses 132-139 Inquiry Warm-Up: How Do Fluids of Different Densities Move? 132 Quick Lab: Tracking Air Masses 135 Quick Lab: Weather Fronts 137 Quick Lab: Cyclones and Anticyclones 139 TE Only: After the Inquiry Warm-Up: Where Did the Water Go? 121A After the Inquiry Warm-Up: How Do Fluids of Different Densities Move? 139A

Standard 6.3.3 Develop and use a model to show how unequal heating of the Earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates. Emphasize how warm water and air move from the equator toward the poles. Examples of models could include Utah regional weather patterns such as lake-effect snow and wintertime temperature inversions.

Water and the Atmosphere SE/TE: Chapter 5: Climate and Climate Change 163 Lesson 1: What Causes Climate? 166-173 Inquiry Warm-Up: How Does Latitude Affect Climate? 166 Quick Lab: Sunny Rays and Angles 171 Quick Lab: Inferring United States Precipitation Patterns 173 TE Only: After the Inquiry Warm-Up: How Does Latitude Affect Climate? 173A PEA: Weather and Climate: PE-MS-ESS2-6





Standard 6.3.4 Construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth’s energy balance, and how it enables life to exist on Earth. Examples could include comparisons between Earth and other planets such as Venus and Mars.

For supporting content, please see Astronomy and Space Science SE/TE: Chapter 3: The Solar System 74 Lesson 4: The Inner Planets 98-99 Quick Lab: Greenhouse Effect 101 TE Only: Enrich: The Inner Planets 101E Water and the Atmosphere SE/TE: Chapter 5: Climate and Climate Change 163 Lesson 4: Human Activities and Climate Change 190-195 Inquiry Warm-Up: What Is the Greenhouse Effect? 190 Quick Lab: Greenhouse Gases and Global Warming 195 TE Only: After the Inquiry Warm-Up: What Is the Greenhouse Effect? 195A





Strand 6.4: STABILITY AND CHANGE IN ECOSYSTEMS The study of ecosystems includes the interaction of organisms with each other and with the physical environment. Consistent interactions occur within and between species in various ecosystems as organisms obtain resources, change the environment, and are affected by the environment. This influences the flow of energy through an ecosystem, resulting in system variations. Additionally, ecosystems benefit humans through processes and resources, such as the production of food, water and air purification, and recreation opportunities. Scientists and engineers investigate interactions among organisms and evaluate design solutions to preserve biodiversity and ecosystem resources.

Standard 6.4.1 Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affects organisms in those ecosystems. Examples could include water, food, and living space in Utah environments.

Ecology and the Environment SE/TE: Chapter 1: Populations and Communities 1 Lesson 2: Populations 15-17 Quick Lab: Growing and Shrinking 14 Virtual Lab: Life on the Reef TE Only: Enrich: Populations 17E STEMQuest: To Cross or Not to Cross

Standard 6.4.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasize consistent interactions in different environments, such as competition, predation, and mutualism.

Ecology and the Environment SE/TE: Chapter 1: Populations and Communities 1 Lesson 3: Interactions Among Living Things 18-27 Inquiry Warm-Up: Can You Hide a Butterfly? 18 Quick Lab: Adaptations for Survival 20 Quick Lab: Competition and Predation 24 Quick Lab: Types of Symbiosis 27 TE Only: After the Inquiry Warm-Up: Can You Hide a Butterfly? 27A





Standard 6.4.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasize food webs and the role of producers, consumers, and decomposers in various ecosystems. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts.

Ecology and the Environment SE/TE: Chapter 2: Ecosystems and Biomes 38 Lesson 1: Energy Flow in Ecosystems 42-49 Inquiry Warm-Up: Where Did Your Dinner Come From? 42 Quick Lab: Observing Decomposition 45 Quick Lab: Ecosystem Food Chains 49 Lesson 2: Cycles of Matter 50-57 Cycles of Matter Interactivity 56-57 Virtual Lab: Matter and Energy In a Pond Quick Lab: Carbon and Oxygen Blues 53 Quick Lab: Playing Nitrogen Cycle Roles 56 TE Only: After the Inquiry Warm-Up: Where Did Your Dinner Come From? 49A Enrich: Cycles of Matter 57E PEA: Matter and Energy in Organisms and Ecosystems: PE-MS-LS2-3

Standard 6.4.4 Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem. Emphasize how changes to living and nonliving components in an ecosystem affect populations in that ecosystem. Examples could include Utah ecosystems such as mountains, Great Salt Lake, wetlands, and deserts.

Ecology and the Environment SE/TE: Chapter 1: Populations and Communities Lesson 4: Changes in Communities 28-31 Inquiry Warm-Up: How Communities Change 28 Quick Lab: Primary or Secondary 31 Virtual Lab: Life on the Reef Chapter 3: Resources and Living Things 82 Lesson 4: Forests and Fisheries 102-107 Inquiry Warm-Up: What Happened to the Tuna? 102 Quick Lab: Managing Fisheries 107 Quick Lab: Shelterwood Cutting 105 TE Only: After the Inquiry Warm-Up: Changes in Communities 31A Enrich: Changes in Communities 31A PEA: Human Impacts: PE-MS-ESS3-4 STEMQuest: To Cross or Not to Cross





Standard 6.4.5 Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem. Emphasize obtaining, evaluating, and communicating information of differing design solutions. Examples could include policies affecting ecosystems, responding to invasive species or solutions for the preservation of ecosystem resources specific to Utah, such as air and water quality and prevention of soil erosion.

Ecology and the Environment SE/TE: Chapter 3: Resources and Living Things 82 Lesson 1: Introduction to Environmental Issues 90-91 Lesson 4: Forests and Fisheries 102-107 Lesson 5: Biodiversity 114-117 Quick Lab: Humans and Biodiversity 117 Chapter 4 Land, Air, and Water Resources 124 Virtual Lab: Preventing Soil Erosion Lesson 3: Air Pollution and Solutions 149-151 Lesson 4: Water Pollution and Solutions 156-159 Chapter 5: Energy Resources 174 Lesson 2: Alternative Sources of Energy 192-193 TE Only: Review and Reinforce: Introduction to Environmental Issues 91D Enrich: Introduction to Environmental Issues 91E Enrich: Forests and Fisheries 107E STEMQuest: To Cross or Not to Cross



GRADE 7 Strand 7.1: FORCES ARE INTERACTIONS BETWEEN MATTER Forces are push or pull interactions between two objects. Changes in motion, balance and stability, and transfers of energy are all facilitated by forces on matter. Forces, including electric, magnetic, and gravitational forces, can act on objects that are not in contact with each other. Scientists use data from many sources to examine the cause and effect relationships determined by different forces.

Standard 7.1.1 Carry out an investigation which provides evidence that a change in an object’s motion is dependent on the mass of the object and the sum of the forces acting on it. Various experimental designs should be evaluated to determine how well the investigation measures an object’s motion. Emphasize conceptual understanding of Newton’s First and Second Laws. Calculations will only focus on one-dimensional movement; the use of vectors will be introduced in high school.

Forces and Energy SE/TE: Chapter 2: Forces 28 Lesson 1: The Nature of Force 32-35 Inquiry Warm-Up: Is the Force with You? 32 Quick Lab: What Is Force? 33 Quick Lab: Modeling Unbalanced Forces 35 Lesson 3: Newton's Laws of Motion 44-51 Inquiry Warm-Up: What Changes Motion? 44 Virtual Lab: Investigating Newton's Laws of Motion Quick Lab: Newton's Second Law 47 TE Only: After the Inquiry Warm-Up: The Nature of Force 35A After the Inquiry Warm-Up: Newton's Laws of Motion 51A PEA: Forces and Interactions: PE-MS-PS2-2

Standard 7.1.2 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system. Examples could include collisions between two moving objects or between a moving object and a stationary object.

Forces and Energy SE/TE: Chapter 2: Forces 28 Lesson 3: Newton's Laws of Motion 44-51 Inquiry Warm-Up: What Changes Motion? 44 Lesson 4: Momentum 52-55 Quick Lab: Colliding Cars 55 TE Only: After the Inquiry Warm-Up: Newton's Laws of Motion 51A Enrich: Momentum 55E PEA: Forces and Interactions: PE-MS-PS2-1



Standard 7.1.3 Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact. Emphasize the cause and effect relationship between properties of objects (such as magnets or electrically charged objects) and the forces they exert.

Forces and Energy SE/TE: Chapter 2: Forces 28 Lesson 5: Free Fall and Circular Motion 56-58 Quick Lab: Which Lands First? 57 Quick Lab: Orbiting Earth 59 Chapter 6: Electricity 154 Lesson 1: Electric Charge and Static Electricity 158-165 Inquiry Warm-Up: Can You Move a Can Without Touching It? 158 Quick Lab: Drawing Conclusions 160 Chapter 7 Magnetism and Electromagnetism 192 Lesson 1: What is Magnetism? 196-199 Inquiry Warm-Up: Natural Magnets 196 Quick Lab: Magnetic Poles 199 Lesson 2: Magnetic Fields 200-205 Inquiry Warm-Up: Predict the Field 200 Quick Lab: Spinning in Circles 203 Quick Lab: Earth's Magnetic Field 205 TE Only: Enrich: Free Fall and Circular Motion 59E After the Inquiry Warm-Up: Electric Charge and Static Electricity 165A After the Inquiry Warm-Up: What Is Magnetism? 199A After the Inquiry Warm-Up: Magnetic Fields 205A PEA: Forces and Interactions: PE-MS-PS2-5



Standard 7.1.4 Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. Examples could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or of increasing the number or strength of magnets on the speed of an electric motor.

Forces and Energy SE/TE: Chapter 7 Magnetism and Electromagnetism 192 Inquiry Warm-Up: Predict the Field 200 Lesson 3: Electromagnetic Force 210-211 Quick Lab: Electromagnet 211 Virtual Lab: Electric Motors Inquiry Warm-Up: Electric Current Without a Battery 218 Quick Lab: How Generators Work 223 Virtual Lab: Generators TE Only: Enrich: Electromagnetic Force 211E PEA: Forces and Interactions: PE-MS-PS2-3

Standard 7.1.5 Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects. Examples of evidence for arguments could include mathematical data generated from various simulations.

Astronomy and Space Science SE/TE: Chapter 1: Earth, Moon, and Sun 1 Lesson 3: Gravity and Motion 18-21 Inquiry Warm-Up: What Factors Affect Gravity? 18 Gravity Versus Distance Interactivity 21 Virtual Lab: What Affects Gravity? TE Only: After the Inquiry Warm-Up: Gravity and Motion 21A Enrich: Gravity and Motion 21E Forces and Energy PEA: Forces and Interactions: PE-MS-PS2-4



Strand 7.2: CHANGES TO EARTH OVER TIME Earth’s processes are dynamic and interactive, and are the result of energy flowing and matter cycling within and among Earth’s systems. Energy from the sun and Earth’s internal heat are the main sources driving these processes. Plate tectonics is a unifying theory that explains crustal movements of Earth’s surface, how and where different rocks form, the occurrence of earthquakes and volcanoes, and the distribution of fossil plants and animals.

Standard 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks.

Earth's Structure SE/TE: Chapter 2: Minerals and Rocks 28 Lesson 1: Properties of Minerals 40-42 Inquiry Warm-Up: How Does the Rate of Cooling Affect Crystals? 32 Quick Lab: Crystal Hands 39 Quick Lab: Classify These Rocks 47 Lesson 3: Igneous Rocks 48-51 Inquiry Warm-Up: Liquid to Solid 48 Quick Lab: How Do Igneous Rocks Form? 50 Lesson 4: Sedimentary Rocks 52-57 Quick Lab: How Does Pressure Affect Particles of Rock? 53 Quick Lab: What Causes Layers? 56 Lesson 5: Metamorphic Rocks 58-61 Inquiry Warm-Up: A Sequined Rock 58 Quick Lab: How Do Grain Patterns Compare? 61 Lesson 6: The Rock Cycle 62-65 Inquiry Warm-Up: Recycling Rocks 62 Quick Lab: Which Rock Came First? 65 Virtual Lab: Earth’s Rock Cycle TE Only: After the Inquiry Warm-Up: Properties of Minerals 43A After the Inquiry Warm-Up: Classifying Rocks 47A After the Inquiry Warm-Up: Igneous Rocks 51A After the Inquiry Warm-Up: Metamorphic Rocks 61A Enrich: Metamorphic Rocks 61E After the Inquiry Warm-Up: The Rock Cycle 65A Enrich: The Rock Cycle 65E PEA: Earth's Systems: PE-MS-ESS2-1



Standard 7.2.2 Construct an explanation based on evidence for how processes have changed Earth’s surface at varying time and spatial scales. Examples of processes that occur at varying time scales could include slow plate motions or rapid landslides. Examples of processes that occur at varying spatial scales could include uplift of a mountain range or deposition of fine sediments.

Earth's Surface SE/TE: Chapter 3: Erosion and Deposition 62 Lesson 1: Mass Movement 66-69 Inquiry Warm-Up: How Does Gravity Affect Materials on a Slope? 69A Quick Lab: Weathering and Erosion 67 Chapter 4: A Trip Through Geologic Time 100 Lesson 2: The Relative Age of Rocks 110-115 Inquiry Warm-Up: Which Layer is the Oldest? 110 Quick Lab: Exploring Geologic Time Through Core Samples 113 Quick Lab: How Did it Form? 115 TE Only: After the Inquiry Warm-Up: Mass Movement 69A After the Inquiry Warm-Up: The Relative Age of Rocks 115A PEA: History of Earth: PE-MS-ESS2-2 STEMQuest: The Big Fossil Hunt Earth's Structure SE/TE: Chapter 3: Plate Tectonics 72 Lesson 1: Drifting Continents 76-79 Inquiry Warm-Up: How Are Earth's Continents Linked Together? 76 Quick Lab: Moving the Continents 79 Chapter 5: Volcanoes 130 Lesson 3: Volcanic Landforms 146-151 Inquiry Warm-Up: How Do Volcanoes Change Land? 146 Quick Lab: Identifying Volcanic Landforms 149 Quick Lab: How Can Volcanic Activity Change Earth's Surface? 151 TE Only: After the Inquiry Warm-Up: Drifting Continents 79A After the Inquiry Warm-Up: Volcanic Landforms 151A



Standard 7.2.3 Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human-engineered structures, such as homes, roads, and bridges. Examples of geologic hazards could include earthquakes, landslides, or floods.

Earth's Structure SE/TE: Chapter 4: Earthquakes 98 Lesson 2: Earthquakes and Seismic Waves 114-117 Quick Lab: Measuring Earthquakes 115 Earthquake Engineering Interactivity Lesson 3: Monitoring Earthquakes 118-123 Inquiry Warm-Up: How Can Seismic Waves Be Detected? 118 Quick Lab: Design a Seismograph 120 Quick Lab: Earthquake Patterns 123 Placing a Bay Area Stadium Interactivity STEM Activity: Shake, Rattle, and Roll TE Only: After the Inquiry Warm-Up: How Can Seismic Waves Be Detected? 123A PEA: Human Impacts: PE-MS-ESS3-2 STEMQuest: To Hike or Not to Hike Earth’s Surface SE/TE: Chapter 3: Erosion and Deposition 62 Lesson 1: Mass Movement 66-69 Inquiry Warm-Up: Gravity and Materials on a Slope 66 Virtual Lab: Material Slope Angle Lesson 2: Water Erosion Why Live Where It Floods? Activity STEM Activity: River Works Lesson 4: Wave Erosion 88-89 TE Only: After the Inquiry Warm-Up: Mass Movement 69A Enrich: Mass Movement 69E Enrich: Wave Erosion 89E



Standard 7.2.4 Develop and use a scale model of the matter in the Earth’s interior to demonstrate how differences in density and chemical composition (silicon, oxygen, iron, and magnesium) cause the formation of the crust, mantle, and core.

Earth's Structure SE/TE: Chapter 1: Introducing Earth 1 Lesson 2: Earth's Interior 10-17 Inquiry Warm-Up: Earth's Interior 10 Quick Lab: How Do Scientists Find Out What's Inside Earth? 11 Quick Lab: Build a Model of Earth 17 TE Only: After the Inquiry Warm-Up: Earth's Interior 17A

Standard 7.2.5 Ask questions and analyze and interpret data about the patterns between plate tectonics and: (1) The occurrence of earthquakes and volcanoes. (2) Continental and ocean floor features. (3) The distribution of rocks and fossils. Examples could include identifying patterns on maps of earthquakes and volcanoes relative to plate boundaries, the shapes of the continents, the locations of ocean structures (including mountains, volcanoes, faults, and trenches), and similarities of rock and fossil types on different continents.

Earth's Structure SE/TE: Chapter 3: Plate Tectonics 72 Lesson 2: Sea-Floor Spreading 80-85 Inquiry Warm-Up: What Is the Effect of a Change in Density? 80 Quick Lab: Mid-Ocean Ridges 81 Quick Lab: Reversing Poles 83 Lesson 3: The Theory of Plate Tectonics 86-91 Inquiry Warm-Up: Plate Interactions 86 Quick Lab: Mantle Convection Currents 91 Chapter 5: Volcanoes 130 Lesson 1: Volcanoes and Plate Tectonics 134-137 Inquiry Warm-Up: Moving Volcanoes 134 Quick Lab: Where Are Volcanoes Found on Earth's Surface? 137 TE Only: After the Inquiry Warm-Up: What Is the Effect of a Change in Density? 85A After the Inquiry Warm-Up: Plate Interactions 91A After the Inquiry Warm-Up: Moving Volcanoes 137A STEMQuest: To Hike or Not to Hike



Standard 7.2.6 Make an argument from evidence for how the geologic time scale shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism and recognizing unconformities.

Earth's Surface SE/TE: Chapter 4: A Trip Through Geologic Time 100 Lesson 2: The Relative Age of Rocks 110-115 Inquiry Warm-Up: Which Layer is the Oldest? 110 Quick Lab: Exploring Geologic Time Through Core Samples 113 Quick Lab: How Did it Form? 115 TE Only: After the Inquiry Warm-Up: Which Layer is the Oldest? 115A STEMQuest: The Big Fossil Hunt



Strand 7.3: STRUCTURE AND FUNCTION OF LIFE Living things are made of smaller structures, which function to meet the needs of survival. The basic structural unit of all living things is the cell. Parts of a cell work together to function as a system. Cells work together and form tissues, organs, and organ systems. Organ systems interact to meet the needs of the organism.

Standard 7.3.1 Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and that multicellular organisms are made of different types of cells.

Cells and Heredity SE/TE: Chapter 1: Introduction to Cells Lesson 1: Discovering Cells 4-11 Inquiry Warm-Up: What Can You See? 4 Quick Lab: Comparing Cells 5 Quick Lab: Observing Cells 7 Lesson 2: Looking Inside Cells 12-21 Inquiry Warm-Up: How Large are Cells? 12 Quick Lab: Gelatin Cell Model 19 Quick Lab: Tissues, Organs, Systems 21 TE Only: After the Inquiry Warm-Up: What Can You See? 11A After the Inquiry Warm-Up: How Large are Cells? 121A PEA: Structure, Function, and Information Processing: PE-MS-LS1-1



Standard 7.3.2 Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.

Cells and Heredity SE/TE: Chapter 1: Introduction to Cells xxii Lesson 2: Looking Inside Cells 12-21 Quick Lab: Gelatin Cell Model 19 Specialized Cells Interactivity 20 Virtual Lab: Build a Cell Lesson 4: The Cell in Its Environment 28-33 Inquiry Warm-Up: Diffusion in Action 28 Virtual Lab: Investigating Cells and Homeostasis Chapter 2: Cell Processes and Energy Lesson 1: Photosynthesis 44-49 Inquiry Warm-Up: Where Does the Energy Come from? 44 Quick Lab: Energy from the Sun 46 Quick Lab: Looking at Pigments 49 Lesson 2: Cellular Respiration 50-55 Inquiry Warm-Up: Cellular Respiration 50 Quick Lab: Exhaling Carbon Dioxide 53 Quick Lab: Observing Fermentation 55 TE Only: Enrich: Looking Inside Cells 21E Enrich: The Cell in Its Environment 33E After the Inquiry Warm-Up: Photosynthesis 49A After the Inquiry Warm-Up: Cellular Respiration 55A PEA: Structure, Function, and Information Processing: PE-MS-LS1-2



Standard 7.3.3 Construct an explanation using evidence to explain how body systems have various levels of organization. Emphasize understanding that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. Examples could include relationships between the circulatory, excretory, digestive, respiratory, muscular, skeletal, and nervous systems. Specific organ functions will be taught at the high school level.

Cells and Heredity SE/TE: Quick Lab: Tissues, Organs, Organ Systems 21 The Diversity of Life SE/TE: Chapter 5 Getting Around 170 Lesson 1 Skeletons and Muscles 174 Lesson 2 Nervous System 180 Lesson 3 Animal Movement 186 Chapter 6 Obtaining Energy 202 Lesson 1 How Animals Obtain and Digest Food 206 Lesson 2 How Animals Obtain Oxygen 216 Lesson 3 Circulation and Excretion 224 Chapter 7 Animal Reproduction and Behavior 240 Lesson 1 Animal Reproduction and Fertilization 244 Human Body Systems SE/TE: Chapter 3: Digestion 62 Lesson 3: The Digestive Process Begins 80 Chapter 4: Circulation 98 Lesson 1: The Body's Transport System 102 Chapter 5: Respiration and Excretion 134 Lesson 1: The Respiratory System 138 Lesson 3: The Excretory System 154 Chapter 7: The Nervous System 210 Lesson 1: How the Nervous System Works 214-219 PEA: Structure, Function, and Information Processing: PE-MS-LS1-3



Strand 7.4: REPRODUCTION AND INHERITANCE The great diversity of species on Earth is a result of genetic variation. Genetic traits are passed from parent to offspring. These traits affect the structure and behavior of organisms, which affect the organism’s ability to survive and reproduce. Mutations can cause changes in traits that may affect an organism. As technology has developed, humans have been able to change the inherited traits in organisms, which may have an impact on society.

Standard 7.4.1 Develop and use a model to explain the effects that different types of reproduction have on genetic variation, including asexual and sexual reproduction.

The Diversity of Life SE/TE: Chapter 7: Animal Reproduction and Behavior 240 Lesson 1: Animal Reproduction and Fertilization 244-251 Inquiry Warm-Up: Making More 244 Quick Lab: Types of Reproduction 249 Quick Lab: Types of Fertilization 251 TE Only: After the Inquiry Warm-Up: Making More 251A STEMQuest: Construction Without Destruction Cells and Heredity SE/TE: Chapter 3: Genetics: The Science of Heredity 70 Lesson 4: Chromosomes and Inheritance 92-97 Quick Lab: Chromosomes and Inheritance 95 Quick Lab: Modeling Meiosis 97 TE Only: Enrich: Modeling Meiosis 97E PEA: Growth, Development, and Reproduction of Organisms: MS-LS3-2 STEMQuest: Funky Fruit



Standard 7.4.2 Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. Examples of adaptations could include nest building to protect young from the cold, herding of animals to protect young from predators, vocalization of animals and colorful plumage to attract mates for breeding, bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.

Ecology and the Environment SE/TE: Chapter 1: Populations and Communities 1 Lesson 3: Interactions Among Living Things 18-27 Inquiry Warm-Up: Can You Hide a Butterfly? 18 Quick Lab: Adaptations for Survival 20 Interactive Art: Animal Defense Strategies 23 TE Only: After the Inquiry Warm-Up: Interactions Among Living Things 27A The Diversity of Life SE/TE: Chapter 3: Plants 80 Lesson 1: What Is A Plant? 87-89 Lesson 4: Plant Reproduction 112-117 Chapter 4: Introduction to Animals 134 Lesson 1: What is an Animal? 139 Science Matters: Supercooling Frogs 169 PEA: Growth, Development, and Reproduction of Organisms: PE-MS-LS1-4 Cells and Heredity SE/TE: Quick Lab: Bird Beak Adaptations 171 TE Only: Build inquiry: Observe Favorable Traits 173 PEA: Natural Selection and Adaptations: PE-MS-LS4-4

Standard 7.4.3 Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations. Specific changes of genes at the molecular level, mechanisms for protein synthesis, and specific types of mutations will be introduced at the high school level.

Cells and Heredity SE/TE: Chapter 4: DNA: The Code of Life 104 Lesson 3: Mutations 118-123 Inquiry Warm-Up: Oops! 118 Quick Lab: Effects of Mutations 120 Quick Lab: What Happens When There Are Too Many Cells? 123 TE Only: After the Inquiry Warm-Up: Mutations 127A PEA: Growth, Development, and Reproduction of Organisms: PE-MS-LS3-1



Standard 7.4.4 Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. Examples could include artificial selection, genetic modification, animal husbandry, and gene therapy.

Cells and Heredity SE/TE: Chapter 5: Human Genetics and Genetic Technology 130 Lesson 3: Advances in Genetics 146 PEA: Growth, Development, and Reproduction of Organisms: PE-MS-LS4-5 STEMQuest: Funky Fruit

Strand 7.5: CHANGES IN SPECIES OVER TIME Genetic variation and the proportion of traits within a population can change over time. These changes can result in evolution through natural selection. Additional evidence of change over time can be found in the fossil record, anatomical similarities and differences between modern and ancient organisms, and embryological development.

Standard 7.5.1 Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals’ probability of surviving and reproducing in a specific environment. Over time, specific traits may increase or decrease in populations. Emphasize the use of proportional reasoning to support explanations of trends in changes to populations over time. Examples could include camouflage, variation of body shape, speed and agility, or drought tolerance.

Cells and Heredity SE/TE: Chapter 6: Change Over Time 162 Lesson 1: Darwin’s Theory 171-175 Lab Investigation: Nature at Work 175 Lesson 3: Rate of Change 180-183 Quick Lab: Slow or Fast? 183 TE Only: Enrich: Rate of Change 183E PEA: Natural Selection and Adaptations: MS-LS4-4



Standard 7.5.2 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past.

Earth's Surface SE/TE: Chapter 4: A Trip Through Geologic Time 100 Lesson 1: Fossils 104-109 Inquiry Warm-Up: What's in a Rock? 104 Quick Lab: Sweet Fossils 105 Quick Lab: Modeling Trace Fossils 107 Quick Lab: Modeling the Fossil Record 109 TE Only: After the Inquiry Warm-Up: What's in a Rock? 109A Enrich: Fossils 109F Quest: The Big Fossil Hunt Cells and Heredity SE/TE: Chapter 6: Change Over Time 162 Lesson 2: Evidence of Evolution 176-177 Lesson 3: Rate of Change 182-183 TE Only: Enrich: Evidence of Evolution 179E Enrich: Rate of Change 183E PEA: Natural Selection and Adaptations: MS-LS4-1

Standard 7.5.3 Construct explanations that describe the patterns of body structure similarities and differences between modern organisms, and between ancient and modern organisms, to infer possible evolutionary relationships.

Cells and Heredity SE/TE: PEA: Natural Selection and Adaptations: MS-LS4-2

Standard 7.5.4 Analyze data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy.

Cells and Heredity SE/TE: Chapter 6: Change Over Time 162 Lesson 2: Evidence of Evolution 177 PEA: Natural Selection and Adaptations PE-MS-LS4-3 The Diversity of Life SE/TE: Chapter 7: Animal Reproduction and Behavior 240 Lesson 2: Development and Growth 252-261



GRADE 8 Strand 8.1: MATTER AND ENERGY INTERACT IN THE PHYSICAL WORLD The physical world is made of atoms and molecules. Even large objects can be viewed as a combination of small particles. Energy causes particles to move and interact physically or chemically. Those interactions create a variety of substances. As molecules undergo a chemical or physical change, the number of atoms in that system remains constant. Humans use energy to refine natural resources into synthetic materials.

Standard 8.1.1 Develop a model to describe the scale and proportion of atoms and molecules. Emphasize developing atomic models of elements and their numbers of protons, neutrons, and electrons, as well as models of simple molecules. Topics like valence electrons, bond energy, ionic complexes, ions, and isotopes will be introduced at the high school level.

Introduction to Chemistry SE/TE: Chapter 1: Introduction to Matter 1 Lesson 2: Classifying Matter 8-13 Quick Lab: Modeling Atoms and Molecules 11 Chapter 3: Elements and the Periodic Table 68 Lesson 1: Introduction to Atoms 72-79 Quick Lab: Visualizing an Electron Cloud 76 Quick Lab: How Far Away Is the Electron? 79 Chapter 4: Atoms and Bonding 120 Lesson 1: Atoms, Bonding, and the Periodic Table 124-129

Standard 8.1.2 Obtain information about various properties of matter, evaluate how different materials’ properties allow them to be used for particular functions in society, and communicate your findings. Emphasize general properties of matter. Examples could include color, density, flammability, hardness, malleability, odor, ability to rust, solubility, state, or the ability to react with water.

Introduction to Chemistry SE/TE: Chapter 1: Introduction to Matter 1 Lesson 1: Describing Matter 4-7 Inquiry Warm-Up: How Do You Describe Matter? 4 Chapter 2: Solids, Liquids, and Gases 36 Quick Lab: As Thick as Honey 44 Lesson 1: States of Matter 40-47 Chapter 3: Elements and the Periodic Table 68 Lesson 3: Metals 88-95 Inquiry Warm-Up: Why Use Aluminum? 88 Lab Investigation: Copper or Carbon? That Is the Question 91 Quick Lab: Finding Metals 95 Lesson 4: Nonmetals and Metalloids 96-105 Inquiry Warm-Up: What Are the Properties of Charcoal? 96 Quick Lab: Carbon—A Nonmetal 98 Quick Lab: Finding Nonmetals 105 Chapter 6: Acids, Bases, and Solutions 194 Lesson 2: Concentration and Solubility 204-211 Inquiry Warm-Up: Does It Dissolve? 204 Lesson 3: Describing Acids and Bases 212-217 Quick Lab: Properties of Acids 214 Quick Lab: Properties of Bases 217



(continued) Standard 8.1.2 Obtain information

about various properties of matter, evaluate how different materials’ properties allow them to be used for particular functions in society, and communicate your findings. Emphasize general properties of matter. Examples could include color, density, flammability, hardness, malleability, odor, ability to rust, solubility, state, or the ability to react with water.

Introduction to Chemistry TE Only: After the Inquiry Warm-Up: Describing Matter 7A Enrich: Describing Matter 7E Enrich: States of Matter 47F After the Inquiry Warm-Up: Metals 95A After the Inquiry Warm-Up: Nonmetals and Metalloids 105A After the Inquiry Warm-Up: Concentration and Solubility 211A Enrich: Describing Acids and Bases 217E PEA: Energy: PE-MS-PS3-5 Earth’s Structure SE/TE: Chapter 2: Minerals and Rocks 28 Lesson 1: Properties of Minerals 32-39 Quick Lab: Identifying Minerals 39 Inquiry Warm-Up: How Do Rocks Compare? 44 Lesson 3: Igneous Rocks 51 Quick Lab: The Rocks Around Us 51 My Planet Diary: The Cutting Edge 52 Lesson 4: Sedimentary Rocks 57 Real-World Inquiry: What Would You Build With? Lab Investigation: Testing Rock Flooring Lesson 5: Metamorphic Rocks 61 TE Only: After the Inquiry Warm-Up: Classifying Rocks 47A

Standard 8.1.3 Plan and conduct an investigation and then analyze and interpret the data to identify patterns in changes in a substance’s properties to determine whether a chemical reaction has occurred. Examples could include changes in properties such as color, density, flammability, odor, solubility, or state.

Introduction to Chemistry SE/TE: Chapter 5: Chemical Reactions 158 Lesson 1: Observing Chemical Change 162-169 Quick Lab: Observing Change 165 Lab Investigation: Where's the Evidence? 169 PEA: Chemical Reactions: PE-MS-PS1-2 STEMQuest: Hot and Cool Chemistry



Standard 8.1.4 Obtain and evaluate information to describe how synthetic materials come from natural resources, what their functions are, and how society uses these new materials. Examples of synthetic materials could include medicine, foods, building materials, plastics, and alternative fuels.

Astronomy and Space Science SE/TE: Space Spinoffs Interactivity 64-65 Introduction to Chemistry PEA: Structure and Properties of Matter: PE-MS-PS1-3

Standard 8.1.5 Develop a model that uses computational thinking to illustrate cause and effect relationships in particle motion, temperature, density, and state of a pure substance when heat energy is added or removed. Emphasize molecular-level models of solids, liquids, and gases to show how adding or removing heat energy can result in phase changes, and focus on calculating the density of a substance’s state.

Forces and Energy PEA: Energy: PE-MS-PS3-4 Introduction to Chemistry SE/TE: Chapter 2: Solids, Liquids, and Gases 36 Lesson 2: Changes of State 48-55 Inquiry Warm-Up: What Happens When You Breathe on a Mirror? 48 Quick Lab: Melting Ice 50 Quick Lab: Keeping Cool 52 PEA: Structure and Properties of Matter: PE-MS-PS1-4 Earth's Structure SE/TE: Chapter 1: Introducing Earth 1 Quick Lab: How Can Heat Cause Motion in a Liquid? 19 Chapter 2: Minerals and Rocks 28 Lesson 3: Igneous Rocks 48-51 Inquiry Warm-Up: Liquid to Solid 48 TE Only: After the Inquiry Warm-Up: Liquid to Solid 51A



Standard 8.1.6 Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved. Emphasize demonstrations of an understanding of the law of conservation of matter. Balancing equations and stoichiometry will be learned at the high school level.

Introduction to Chemistry SE/TE: Chapter 5: Chemical Reactions 158 Lesson 2: Describing Chemical Reactions 170-181 Inquiry Warm-Up: Did You Lose Anything? 170 Quick Lab: Information in a Chemical Equation 173 Quick Lab: Is Matter Conserved? 179 Quick Lab: Categories of Chemical Reactions 181 TE Only: After the Inquiry Warm-Up: Did You Lose Anything? 181A PEA: Chemical Reactions: PE-MS-PS1-5

Standard 8.1.7 Design, construct, and test a device that can affect the rate of a phase change. Compare and identify the best characteristics of competing devices and modify them based on data analysis to improve the device to better meet the criteria for success.

For supporting content on the design, construction, and testing of devices that affect changes in temperature, please see Introduction to Chemistry PEA: Structure and Properties of Matter: PE-MS-PS1-6 STEMQuest: Hot and Cool Chemistry Forces and Energy STEMQuest: Keep Hot Liquids Hot Ecology and the Environment SE/TE: Lab Investigation: Design and Build a Solar Cooker



Strand 8.2: ENERGY IS STORED AND TRANSFERRED IN PHYSICAL SYSTEMS Objects can store and transfer energy within systems. Energy can be transferred between objects, which involves changes in the object’s energy. There is a direct relationship between an object’s energy, mass, and velocity. Energy can travel in waves and may be harnessed to transmit information.

Standard 8.2.1 Use computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects. Emphasis should be on the quantity of mass and relative speed to the observable effects of the kinetic energy. Examples could include a full cart vs. an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level.

Forces and Energy SE/TE: Chapter 4: Energy Lesson 1: What is Energy? 110-111 Quick Lab: Mass, Velocity, and Kinetic Energy 113 PEA: Energy: PE-MS-PS32-1

Standard 8.2.2 Ask questions about how the amount of potential energy varies as distance within the system changes. Plan and conduct an investigation to answer a question about potential energy. Emphasize comparing relative amounts of energy. Examples could include a full cart vs. an empty cart or rolling spheres with different masses down a ramp to measure the effects on stationary masses. Calculations of kinetic and potential energy will be learned at the high school level.

Forces and Energy SE/TE: Chapter 4: Energy Lesson 1: What is Energy? 112-113 Inquiry Warm-Up: How High Does a Ball Bounce? 108 Lesson 2: Forms of Energy Quick Lab: Determining Mechanical Energy 116 TE Only: After the Inquiry Warm-Up: What Is Energy? 113A PEA: Energy: PE-MS-PS3-2

Standard 8.2.3 Engage in argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object. Examples could include observing temperature changes as a result of friction, applying force to an object, or releasing potential energy from an object.

For supporting content, please see Forces and Energy SE/TE: Chapter 4: Energy Lesson 2: Forms of Energy 114-119 TE Only: Enrich: What is Energy? 113E PEA: Energy: PE-MS-PS3-5



Standard 8.2.4 Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy. Emphasize describing waves with both quantitative and qualitative thinking. Examples could include using graphs, charts, computer simulations, or physical models to demonstrate amplitude and energy correlation.

Sound and Light SE/TE: Chapter 1: Characteristics of Waves 1 Lesson 3: Interactions of Waves 16-23 Inquiry Warm-Up: How Does a Ball Bounce? 16 Quick Lab: Making Waves 19 Quick Lab: Wave Interference 21 Quick Lab: Standing Waves 23 TE Only: After the Inquiry Warm-Up: How Does a Ball Bounce? 23A

Standard 8.2.5 Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials. Emphasize both light and mechanical waves. Examples could include drawings, simulations, and written descriptions of light waves through a prism; mechanical waves through gas vs. liquids vs. solids; or sound waves through different mediums.

Sound and Light SE/TE: Chapter 1: Characteristics of Waves 1 Lesson 1: What Are Waves? 5-9 Lesson 2: Properties of Waves 10-15 Lesson 3: Interactions of Waves 16-23 Chapter 2: Sound 30 Lesson 1: The Nature of Sound 34-39 Inquiry Warm-Up: What Is Sound? 34 Quick Lab: Understanding Sound 36 Quick Lab: Ear to the Sound 39 Lesson 4: Seeing Light 118-121 Inquiry Warm-Up: Can You See Everything with One Eye? 118 Quick Lab: True Colors 121 TE Only: After the Inquiry Warm-Up: The Nature of Sound 39A After the Inquiry Warm-Up: Seeing Light 121A PEA: Waves and Electromagnetic Radiation: PE-MS-PS4-2

Standard 8.2.6 Obtain and evaluate information to communicate the claim that the structure of digital signals are a more reliable way to store or transmit information than analog signals. Emphasize the basic understanding that waves can be used for communication purposes. Examples could include using vinyl record vs. digital song files, film cameras vs. digital cameras, or alcohol thermometers vs. digital thermometers.

Sound and Light SE/TE: Chapter 3: Electromagnetic Waves 64 Lesson 3: Wireless Communication 80-87 STEMQuest: Testing, Testing…1, 2, 3



Strand 8.3: LIFE SYSTEMS STORE AND TRANSFER MATTER AND ENERGY Living things use energy from their environment to rearrange matter to sustain life. Photosynthetic organisms are able to transfer light energy to chemical energy. Consumers can break down complex food molecules to utilize the stored energy and use the particles to form new, life-sustaining molecules. Ecosystems are examples of how energy can flow while matter cycles through the living and nonliving components of systems.

Standard 8.3.1 Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter. Emphasize molecular and energy transformations during photosynthesis.

Cells and Heredity SE/TE: Chapter 2: Cell Processes and Energy Lesson 1: Photosynthesis 44-49 Inquiry Warm-Up: Where Does the Energy Come from? 44 Quick Lab: Energy from the Sun 46 Quick Lab: Looking at Pigments 49 TE Only: After the Inquiry Warm-Up: Where Does the Energy Come from? 49A

Standard 8.3.2 Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism. Emphasis is on describing that during cellular respiration molecules are broken apart and rearranged into new molecules, and that this process releases energy.

Cells and Heredity SE/TE: Chapter 2: Cell Processes and Energy Lesson 2: Cellular Respiration 50-55 Inquiry Warm-Up: Cellular Respiration 50 Quick Lab: Exhaling Carbon Dioxide 53 Quick Lab: Observing Fermentation 55 TE Only: After the Inquiry Warm-Up: Cellular Respiration 55A

Standard 8.3.3 Ask questions to obtain, evaluate, and communicate information about how changes to an ecosystem affect the stability of cycling matter and the flow of energy among living and nonliving parts of an ecosystem. Emphasize describing the cycling of matter and flow of energy through the carbon cycle.

Ecology and the Environment SE/TE: Chapter 2: Ecosystems and Biomes 38 Lesson 1: Energy Flow in Ecosystems 42-49 Inquiry Warm-Up: Where Did Your Dinner Come From? 42 Quick Lab: Observing Decomposition 45 Quick Lab: Ecosystem Food Chains 49 TE Only: After the Inquiry Warm-Up: Where Did Your Dinner Come From? 49A PEA: Matter and Energy in Organisms and Ecosystems: PE-MS-LS2-3



Strand 8.4: INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES Interactions of matter and energy through geologic processes have led to the uneven distribution of natural resources. Many of these resources are nonrenewable, and per-capita use can cause positive or negative consequences. Global temperatures change due to various factors, and can cause a change in regional climates. As energy flows through the physical world, natural disasters can occur that affect human life. Humans can study patterns in natural systems to anticipate and forecast some future disasters and work to mitigate the outcomes.

Standard 8.4.1 Construct a scientific explanation based on evidence that shows that the uneven distribution of Earth’s mineral, energy, and groundwater resources is caused by geological processes. Examples of uneven distribution of resources could include Utah’s unique geologic history that led to the formation and irregular distribution of natural resources like copper, gold, natural gas, oil shale, silver, and uranium.

Earth’s Surface PEA: Earth's Systems PE-MS-ESS3-1 Earth’s Structure SE/TE: Chapter 2: Minerals and Rocks 28 Lesson 1: Properties of Minerals 40-43 Lesson 6: The Rock Cycle 62-65 Ecology and the Environment SE/TE: Chapter 5: Energy Resources 174 Lesson 1: Fossil Fuels 178-185 Inquiry Warm-Up: What's in a Piece of Coal? 178 Quick Lab: Fossil Fuels 185 TE Only: After the Inquiry Warm-Up: What's in a Piece of Coal? 185A

Standard 8.4.2 Engage in argument supported by evidence about the effect of per capita consumption of natural resources on Earth’s systems. Emphasize that these resources are limited and may be non-renewable. Examples of evidence include rates of consumption of food and natural resources such as freshwater, minerals, and energy sources.

Ecology and the Environment SE/TE: Chapter 3: Resources and Living Things 82 Lesson 1: Introduction to Environmental Issues 86-91 Lesson 2: Introduction to Natural Resources 92-97 Inquiry Warm-Up: Using Resources Quick Lab: Natural Resources 94 TE Only: Enrich: Introduction to Environmental Issues 91E After the Inquiry Warm-Up: Introduction to Natural Resources 97A Enrich: Introduction to Natural Resources 97E PEA: Human Impacts: PE-MS-ESS3-4



Standard 8.4.3 Design a solution to monitor or mitigate the potential effects of the use of natural resources. Evaluate competing design solutions using a systematic process to determine how well each solution meets the criteria and constraints of the problem. Examples of uses of the natural environment could include agriculture, conservation efforts, recreation, solar energy, and water management.

Ecology and the Environment SE/TE: Chapter 3: Resources and Living Things 82 Lesson 2: Introduction to Natural Resources 92-97 Lab Investigation: Recycling Paper Chapter 4: Land, Air, and Water Resources 124 Lesson 1: Conserving Land and Soil 128-133 Quick Lab: Modeling Soil Conservation 133 Lesson 2: Waste Disposal and Recycling 134-137 Lab Investigation: Waste, Away! Lab Investigation: Design and Build a Solar Cooker STEM Activity: I Wouldn't Drink That!

Standard 8.4.4 Analyze and interpret data on the factors that change global temperatures and their effects on regional climates. Examples of factors could include agricultural activity, changes in solar radiation, fossil fuel use, and volcanic activity. Examples of data could include graphs of the atmospheric levels of gases, seawater levels, ice cap coverage, human activities, and maps of global and regional temperatures.

Water and the Atmosphere SE/TE: Chapter 5: Climate and Climate Change 163 Lesson 1: What Causes Climate? 166-173 Inquiry Warm-Up: How Does Latitude Affect Climate? 166 Quick Lab: Sunny Rays and Angles 171 Quick Lab: Inferring United States Precipitation Patterns 173 TE Only: After the Inquiry Warm-Up: How Does Latitude Affect Climate? 173A PEA: Weather and Climate: PE-MS-ESS2-6



Standard 8.4.5 Analyze and interpret patterns of the occurrence of natural hazards to forecast future catastrophic events, and investigate how data are used to develop technologies to mitigate their effects. Emphasize how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow prediction, but others, such as earthquakes, may occur without warning.

Water and the Atmosphere Chapter 4: Weather 114 Lesson 6: Predicting the Weather 150-155 Inquiry Warm-Up: Predicting Weather 150 Quick Lab: Modeling Weather Satellites 152 Quick Lab: Reading a Weather Map 155 TE Only: After the Inquiry Warm-Up: Predicting Weather 155A Earth's Structure SE/TE: Chapter 4: Earthquakes 98 Lesson 3: Monitoring Earthquakes 118-123 Inquiry Warm-Up: How Can Seismic Waves Be Detected? 118 Quick Lab: Design a Seismograph 120 Quick Lab: Earthquake Patterns 123 TE Only: After the Inquiry Warm-Up: How Can Seismic Waves Be Detected? 123A

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