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UT.1.Biology: Intended Learning Outcome: Use Science Process and Thinking Skills.
Biology: Intended Learning Outcome: Use Science Process and Thinking Skills.
1.a. Observe objects, events and patterns and record both qualitative and quantitative information.Quiz, Flash Cards, Worksheet, Game Cells
1.b. Use comparisons to help understand observations and phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
1.c. Evaluate, sort, and sequence data according to given criteria.
1.d. Select and use appropriate technological instruments to collect and analyze data.Quiz, Flash Cards, Worksheet, Game Cells
1.e. Plan and conduct experiments in which students may: Identify a problem; Formulate research questions and hypotheses; Predict results of investigations based upon prior data; Identify variables and describe the relationships between them; Plan procedures t
1.f. Distinguish between factual statements and inferences.
1.g. Develop and use classification systems.
1.h. Construct models, simulations and metaphors to describe and explain natural phenomena.Quiz, Flash Cards, Worksheet, Game Meiosis
1.i. Use mathematics as a precise method for showing relationships.
1.j. Form alternative hypotheses to explain a problem.
UT.1.Chemistry: Intended Learning Outcome: Use Science Process and Thinking Skills.
Chemistry: Intended Learning Outcome: Use Science Process and Thinking Skills.
1.a. Observe objects, events and patterns and record both qualitative and quantitative information.Quiz, Flash Cards, Worksheet, Game Cells
1.b. Use comparisons to help understand observations and phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
1.c. Evaluate, sort, and sequence data according to given criteria.
1.d. Select and use appropriate technological instruments to collect and analyze data.Quiz, Flash Cards, Worksheet, Game Cells
1.e. Plan and conduct experiments in which students may: Identify a problem; Formulate research questions and hypotheses; Predict results of investigations based upon prior data; Identify variables and describe the relationships between them; Plan procedures t
1.f. Distinguish between factual statements and inferences.
1.g. Develop and use classification systems.
1.h. Construct models, simulations and metaphors to describe and explain natural phenomena.Quiz, Flash Cards, Worksheet, Game Meiosis
1.i. Use mathematics as a precise method for showing relationships.
1.j. Form alternative hypotheses to explain a problem.
UT.1.Earth Systems Science: Intended Learning Outcome: Use Science Process and Thinking Skills.
Earth Systems Science: Intended Learning Outcome: Use Science Process and Thinking Skills.
1.a. Observe objects, events and patterns and record both qualitative and quantitative information.Quiz, Flash Cards, Worksheet, Game Cells
1.b. Use comparisons to help understand observations and phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
1.c. Evaluate, sort, and sequence data according to given criteria.
1.d. Select and use appropriate technological instruments to collect and analyze data.Quiz, Flash Cards, Worksheet, Game Cells
1.e. Plan and conduct experiments in which students may: Identify a problem; Formulate research questions and hypotheses; Predict results of investigations based upon prior data; Identify variables and describe the relationships between them; Plan procedures t
1.f. Distinguish between factual statements and inferences.
1.g. Develop and use classification systems.
1.h. Construct models, simulations and metaphors to describe and explain natural phenomena.Quiz, Flash Cards, Worksheet, Game Meiosis
1.i. Use mathematics as a precise method for showing relationships.
1.j. Form alternative hypotheses to explain a problem.
UT.1.Physics: Intended Learning Outcome: Use Science Process and Thinking Skills.
Physics: Intended Learning Outcome: Use Science Process and Thinking Skills.
1.a. Observe objects, events and patterns and record both qualitative and quantitative information.Quiz, Flash Cards, Worksheet, Game Cells
1.b. Use comparisons to help understand observations and phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
1.c. Evaluate, sort, and sequence data according to given criteria.
1.d. Select and use appropriate technological instruments to collect and analyze data.Quiz, Flash Cards, Worksheet, Game Cells
1.e. Plan and conduct experiments in which students may: Identify a problem; Formulate research questions and hypotheses; Predict results of investigations based upon prior data; Identify variables and describe the relationships between them; Plan procedures t
1.f. Distinguish between factual statements and inferences.
1.g. Develop and use classification systems.
1.h. Construct models, simulations and metaphors to describe and explain natural phenomena.Quiz, Flash Cards, Worksheet, Game Meiosis
1.i. Use mathematics as a precise method for showing relationships.
1.j. Form alternative hypotheses to explain a problem.
UT.2.Biology: Intended Learning Outcome: Manifest Scientific Attitudes and Interests.
Biology: Intended Learning Outcome: Manifest Scientific Attitudes and Interests.
2.d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology.
UT.3.Biology: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
Biology: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
3.a. Know and explain science information specified for the subject being studied.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.b. Distinguish between examples and non examples of concepts that have been taught.
3.c. Apply principles and concepts of science to explain various phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.d. Solve problems by applying science principles and procedures.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
UT.3.Chemistry: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
Chemistry: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
3.a. Know and explain science information specified for the subject being studied.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.b. Distinguish between examples and non examples of concepts that have been taught.
3.c. Apply principles and concepts of science to explain various phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.d. Solve problems by applying science principles and procedures.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
UT.3.Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
3.a. Know and explain science information specified for the subject being studied.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.b. Distinguish between examples and non examples of concepts that have been taught.
3.c. Apply principles and concepts of science to explain various phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.d. Solve problems by applying science principles and procedures.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
UT.3.Physics: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
Physics: Intended Learning Outcome: Demonstrate Understanding of Science Concepts, Principles and Systems.
3.a. Know and explain science information specified for the subject being studied.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.b. Distinguish between examples and non examples of concepts that have been taught.
3.c. Apply principles and concepts of science to explain various phenomena.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
3.d. Solve problems by applying science principles and procedures.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
UT.4.Biology: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
Biology: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
4.a. Provide relevant data to support their inferences and conclusions.
4.b. Use precise scientific language in oral and written communication.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
4.c. Use proper English in oral and written reports.
4.e. Use mathematical language and reasoning to communicate information.
UT.4.Chemistry: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
Chemistry: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
4.a. Provide relevant data to support their inferences and conclusions.
4.b. Use precise scientific language in oral and written communication.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
4.c. Use proper English in oral and written reports.
4.e. Use mathematical language and reasoning to communicate information.
UT.4.Earth Systems Science: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
Earth Systems Science: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
4.a. Provide relevant data to support their inferences and conclusions.
4.b. Use precise scientific language in oral and written communication.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
4.c. Use proper English in oral and written reports.
4.e. Use mathematical language and reasoning to communicate information.
UT.4.Physics: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
Physics: Intended Learning Outcome: Communicate Effectively Using Science Language and Reasoning.
4.a. Provide relevant data to support their inferences and conclusions.
4.b. Use precise scientific language in oral and written communication.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
4.c. Use proper English in oral and written reports.
4.e. Use mathematical language and reasoning to communicate information.
UT.5.Biology: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
Biology: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
5.a. Cite examples of how science affects human life.
5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.Quiz, Flash Cards, Worksheet, Game Cells
5.c. Understand the cumulative nature of scientific knowledge.
5.d. Recognize contributions to science knowledge that have been made by both women and men.Quiz, Flash Cards, Worksheet, Game Cells
UT.5.Chemistry: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
Chemistry: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
5.a. Cite examples of how science affects human life.
5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.Quiz, Flash Cards, Worksheet, Game Cells
5.c. Understand the cumulative nature of scientific knowledge.
5.d. Recognize contributions to science knowledge that have been made by both women and men.Quiz, Flash Cards, Worksheet, Game Cells
UT.5.Earth Systems Science: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
Earth Systems Science: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
5.a. Cite examples of how science affects human life.
5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.Quiz, Flash Cards, Worksheet, Game Cells
5.c. Understand the cumulative nature of scientific knowledge.
5.d. Recognize contributions to science knowledge that have been made by both women and men.Quiz, Flash Cards, Worksheet, Game Cells
UT.5.Physics: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
Physics: Intended Learning Outcome: Demonstrate Awareness of Social and Historical Aspects of Science.
5.a. Cite examples of how science affects human life.
5.b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.Quiz, Flash Cards, Worksheet, Game Cells
5.c. Understand the cumulative nature of scientific knowledge.
5.d. Recognize contributions to science knowledge that have been made by both women and men.Quiz, Flash Cards, Worksheet, Game Cells
UT.6.Biology: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
Biology: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
6.a. Science is a way of knowing that is used by many people, not just scientists.
6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'Quiz, Flash Cards, Worksheet, Game Cells
6.c. Science findings are based upon evidence.
6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.
6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.
6.f. Understand the use of the term 'theory' in science, and that the scientific community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new ev
6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
6.i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.
UT.6.Chemistry: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
Chemistry: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
6.a. Science is a way of knowing that is used by many people, not just scientists.
6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'Quiz, Flash Cards, Worksheet, Game Cells
6.c. Science findings are based upon evidence.
6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.
6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.
6.f. Understand the use of the term 'theory' in science, and that the scientific community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new ev
6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
6.i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.
UT.6.Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
Earth Systems Science: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
6.a. Science is a way of knowing that is used by many people, not just scientists.
6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'Quiz, Flash Cards, Worksheet, Game Cells
6.c. Science findings are based upon evidence.
6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.
6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.
6.f. Understand the use of the term 'theory' in science, and that the scientific community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new ev
6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
6.i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.
UT.6.Physics: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
Physics: Intended Learning Outcome: Demonstrate Understanding of the Nature of Science.
6.a. Science is a way of knowing that is used by many people, not just scientists.
6.b. Understand that science investigations use a variety of methods and do not always use the same set of procedures; understand that there is not just one 'scientific method.'Quiz, Flash Cards, Worksheet, Game Cells
6.c. Science findings are based upon evidence.
6.d. Understand that science conclusions are tentative and therefore never final. Understandings based upon these conclusions are subject to revision in light of new evidence.
6.e. Understand that scientific conclusions are based on the assumption that natural laws operate today as they did in the past and that they will continue to do so in the future.
6.f. Understand the use of the term 'theory' in science, and that the scientific community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new ev
6.h. Understand that scientific inquiry is characterized by a common set of values that include logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results and honest and ethical reporting of findings. These values function Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
6.i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.
UT.CC.RST.9-10.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Craft and StructureRST.9-10.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
Integration of Knowledge and IdeasRST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
UT.CC.WHST.9-10.Writing Standards for Literacy in Science and Technical Subjects
Writing Standards for Literacy in Science and Technical Subjects
Text Types and PurposesWHST.9-10.1. Write arguments focused on discipline-specific content.WHST.9-10.1(e) Provide a concluding statement or section that follows from or supports the argument presented.Quiz, Flash Cards, Worksheet, Game Sound
WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.9-10.2(a) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.9-10.2(b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
WHST.9-10.2(c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
WHST.9-10.2(d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Mitosis Quiz, Flash Cards, Worksheet, Game Rocks Quiz, Flash Cards, Worksheet, Game Sound
WHST.9-10.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).Quiz, Flash Cards, Worksheet, Game Sound
Production and Distribution of WritingWHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Quiz, Flash Cards, Worksheet, Game Sound
UT.I.Biology: Students will understand that living organisms interact with one another and their environment.
Biology: Students will understand that living organisms interact with one another and their environment.
I.1. Summarize how energy flows through an ecosystem.I.1.a. Arrange components of a food chain according to energy flow.
I.1.b. Compare the quantity of energy in the steps of an energy pyramid.
I.1.c. Describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).
I.1.d. Compare the relative energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the
I.1. Recognize the origin and distribution of elements in the universe.I.1.a. Identify evidence supporting the assumption that matter in the universe has a common origin.
I.1.b. Recognize that all matter in the universe and on earth is composed of the same elements.
I.1.c. Identify the distribution of elements in the universe.
I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.
I.1.b. Distinguish between distance and displacement.
I.1.c. Distinguish between speed and velocity.
I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.
I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.
I.1. Describe the big bang theory and evidence supporting it.I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.
I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.
I.1.c. Describe the big bang theory and the red shift evidence that supports this theory.
I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.
I.1.e. Provide an example of how technology has helped scientists investigate the universe.
I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)I.2.a. Determine the average acceleration of an object from data showing velocity at given times.
I.2.b. Describe the velocity of an object when its acceleration is zero.
I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.
I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).
I.2.e. Analyze the velocity and acceleration of an object over time.
I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.I.2.a. Compare the elements formed in the big bang (hydrogen, helium) with elements formed through nuclear fusion in stars.
I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.
I.2.e. Compare the life cycle of the sun to the life cycle of other stars.
I.2.f. Relate the structure of the solar system to the forces acting upon it.
I.2. Explain relationships between matter cycles and organisms.I.2.a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.
I.2.b. Explain how water is a limiting factor in various ecosystems.
I.2.c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.
I.2.d. Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).
I.2. Relate the structure, behavior, and scale of an atom to the particles that compose it.I.2.a. Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.
I.2.b. Evaluate the limitations of using models to describe atoms.
I.2.c. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.
I.2.d. Generalize the relationship of proton number to the element's identity.
I.2.e. Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.Quiz, Flash Cards, Worksheet, Game The Mole
I.3. Describe how interactions among organisms and their environment help shape ecosystems.I.3.a. Categorize relationships among living things according to predator-prey, competition, and symbiosis.
I.3.b. Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.
I.3.d. Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.
I.3.e. Research and evaluate local and global practices that affect ecosystems.
I.3. Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.I.3.a. Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.
I.3.b. Compare the number of protons and neutrons in isotopes of the same element.
I.3.c. Identify similarities in chemical behavior of elements within a group.
I.3.d. Generalize trends in reactivity of elements within a group to trends in other groups.
I.3.e. Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.
I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)I.4.a. Describe the motion of a moving object on which balanced forces are acting.
I.4.b. Describe the motion of a stationary object on which balanced forces are acting.
I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).
UT.I.Chemistry: Students will understand that all matter in the universe has a common origin and is made of atoms, which have structure and can be systematically arranged on the periodic table.
Chemistry: Students will understand that all matter in the universe has a common origin and is made of atoms, which have structure and can be systematically arranged on the periodic table.
I.1. Summarize how energy flows through an ecosystem.I.1.a. Arrange components of a food chain according to energy flow.
I.1.b. Compare the quantity of energy in the steps of an energy pyramid.
I.1.c. Describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).
I.1.d. Compare the relative energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the
I.1. Recognize the origin and distribution of elements in the universe.I.1.a. Identify evidence supporting the assumption that matter in the universe has a common origin.
I.1.b. Recognize that all matter in the universe and on earth is composed of the same elements.
I.1.c. Identify the distribution of elements in the universe.
I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.
I.1.b. Distinguish between distance and displacement.
I.1.c. Distinguish between speed and velocity.
I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.
I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.
I.1. Describe the big bang theory and evidence supporting it.I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.
I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.
I.1.c. Describe the big bang theory and the red shift evidence that supports this theory.
I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.
I.1.e. Provide an example of how technology has helped scientists investigate the universe.
I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)I.2.a. Determine the average acceleration of an object from data showing velocity at given times.
I.2.b. Describe the velocity of an object when its acceleration is zero.
I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.
I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).
I.2.e. Analyze the velocity and acceleration of an object over time.
I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.I.2.a. Compare the elements formed in the big bang (hydrogen, helium) with elements formed through nuclear fusion in stars.
I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.
I.2.e. Compare the life cycle of the sun to the life cycle of other stars.
I.2.f. Relate the structure of the solar system to the forces acting upon it.
I.2. Explain relationships between matter cycles and organisms.I.2.a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.
I.2.b. Explain how water is a limiting factor in various ecosystems.
I.2.c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.
I.2.d. Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).
I.2. Relate the structure, behavior, and scale of an atom to the particles that compose it.I.2.a. Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.
I.2.b. Evaluate the limitations of using models to describe atoms.
I.2.c. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.
I.2.d. Generalize the relationship of proton number to the element's identity.
I.2.e. Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.Quiz, Flash Cards, Worksheet, Game The Mole
I.3. Describe how interactions among organisms and their environment help shape ecosystems.I.3.a. Categorize relationships among living things according to predator-prey, competition, and symbiosis.
I.3.b. Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.
I.3.d. Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.
I.3.e. Research and evaluate local and global practices that affect ecosystems.
I.3. Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.I.3.a. Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.
I.3.b. Compare the number of protons and neutrons in isotopes of the same element.
I.3.c. Identify similarities in chemical behavior of elements within a group.
I.3.d. Generalize trends in reactivity of elements within a group to trends in other groups.
I.3.e. Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.
I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)I.4.a. Describe the motion of a moving object on which balanced forces are acting.
I.4.b. Describe the motion of a stationary object on which balanced forces are acting.
I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).
UT.I.Earth Systems Science: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.
Earth Systems Science: Students will understand the scientific evidence that supports theories that explain how the universe and solar system developed.
I.1. Summarize how energy flows through an ecosystem.I.1.a. Arrange components of a food chain according to energy flow.
I.1.b. Compare the quantity of energy in the steps of an energy pyramid.
I.1.c. Describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).
I.1.d. Compare the relative energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the
I.1. Recognize the origin and distribution of elements in the universe.I.1.a. Identify evidence supporting the assumption that matter in the universe has a common origin.
I.1.b. Recognize that all matter in the universe and on earth is composed of the same elements.
I.1.c. Identify the distribution of elements in the universe.
I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.
I.1.b. Distinguish between distance and displacement.
I.1.c. Distinguish between speed and velocity.
I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.
I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.
I.1. Describe the big bang theory and evidence supporting it.I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.
I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.
I.1.c. Describe the big bang theory and the red shift evidence that supports this theory.
I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.
I.1.e. Provide an example of how technology has helped scientists investigate the universe.
I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)I.2.a. Determine the average acceleration of an object from data showing velocity at given times.
I.2.b. Describe the velocity of an object when its acceleration is zero.
I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.
I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).
I.2.e. Analyze the velocity and acceleration of an object over time.
I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.I.2.a. Compare the elements formed in the big bang (hydrogen, helium) with elements formed through nuclear fusion in stars.
I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.
I.2.e. Compare the life cycle of the sun to the life cycle of other stars.
I.2.f. Relate the structure of the solar system to the forces acting upon it.
I.2. Explain relationships between matter cycles and organisms.I.2.a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.
I.2.b. Explain how water is a limiting factor in various ecosystems.
I.2.c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.
I.2.d. Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).
I.2. Relate the structure, behavior, and scale of an atom to the particles that compose it.I.2.a. Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.
I.2.b. Evaluate the limitations of using models to describe atoms.
I.2.c. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.
I.2.d. Generalize the relationship of proton number to the element's identity.
I.2.e. Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.Quiz, Flash Cards, Worksheet, Game The Mole
I.3. Describe how interactions among organisms and their environment help shape ecosystems.I.3.a. Categorize relationships among living things according to predator-prey, competition, and symbiosis.
I.3.b. Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.
I.3.d. Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.
I.3.e. Research and evaluate local and global practices that affect ecosystems.
I.3. Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.I.3.a. Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.
I.3.b. Compare the number of protons and neutrons in isotopes of the same element.
I.3.c. Identify similarities in chemical behavior of elements within a group.
I.3.d. Generalize trends in reactivity of elements within a group to trends in other groups.
I.3.e. Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.
I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)I.4.a. Describe the motion of a moving object on which balanced forces are acting.
I.4.b. Describe the motion of a stationary object on which balanced forces are acting.
I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).
UT.I.Physics: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.
Physics: Students will understand how to measure, calculate, and describe the motion of an object in terms of position, time, velocity, and acceleration.
I.1. Summarize how energy flows through an ecosystem.I.1.a. Arrange components of a food chain according to energy flow.
I.1.b. Compare the quantity of energy in the steps of an energy pyramid.
I.1.c. Describe strategies used by organisms to balance the energy expended to obtain food to the energy gained from the food (e.g., migration to areas of seasonal abundance, switching type of prey based upon availability, hibernation or dormancy).
I.1.d. Compare the relative energy output expended by an organism in obtaining food to the energy gained from the food (e.g., hummingbird - energy expended hovering at a flower compared to the amount of energy gained from the nectar, coyote - chasing mice to the
I.1. Recognize the origin and distribution of elements in the universe.I.1.a. Identify evidence supporting the assumption that matter in the universe has a common origin.
I.1.b. Recognize that all matter in the universe and on earth is composed of the same elements.
I.1.c. Identify the distribution of elements in the universe.
I.1. Describe the motion of an object in terms of position, time, and velocity. (Related Internet Resources)I.1.a. Calculate the average velocity of a moving object using data obtained from measurements of position of the object at two or more times.
I.1.b. Distinguish between distance and displacement.
I.1.c. Distinguish between speed and velocity.
I.1.d. Determine and compare the average and instantaneous velocity of an object from data showing its position at given times.
I.1.e. Collect, graph, and interpret data for position vs. time to describe the motion of an object and compare this motion to the motion of another object.
I.1. Describe the big bang theory and evidence supporting it.I.1.a. Determine the motion of a star relative to Earth based on a red or blue shift in the wavelength of light from the star.
I.1.b. Explain how evidence of red and blue shifts is used to determine whether the universe is expanding or contracting.
I.1.c. Describe the big bang theory and the red shift evidence that supports this theory.
I.1.d. Investigate and report how science has changed the accepted ideas regarding the nature of the universe throughout history.
I.1.e. Provide an example of how technology has helped scientists investigate the universe.
I.2. Analyze the motion of an object in terms of velocity, time, and acceleration. (Related Internet Resources)I.2.a. Determine the average acceleration of an object from data showing velocity at given times.
I.2.b. Describe the velocity of an object when its acceleration is zero.
I.2.c. Collect, graph, and interpret data for velocity vs. time to describe the motion of an object.
I.2.d. Describe the acceleration of an object moving in a circular path at constant speed (i.e., constant speed, but changing direction).
I.2.e. Analyze the velocity and acceleration of an object over time.
I.2. Relate the structure and composition of the solar system to the processes that exist in the universe.I.2.a. Compare the elements formed in the big bang (hydrogen, helium) with elements formed through nuclear fusion in stars.
I.2.b. Relate the life cycle of stars of various masses to the relative mass of elements produced.
I.2.e. Compare the life cycle of the sun to the life cycle of other stars.
I.2.f. Relate the structure of the solar system to the forces acting upon it.
I.2. Explain relationships between matter cycles and organisms.I.2.a. Use diagrams to trace the movement of matter through a cycle (i.e., carbon, oxygen, nitrogen, water) in a variety of biological communities and ecosystems.
I.2.b. Explain how water is a limiting factor in various ecosystems.
I.2.c. Distinguish between inference and evidence in a newspaper, magazine, journal, or Internet article that addresses an issue related to human impact on cycles of matter in an ecosystem and determine the bias in the article.
I.2.d. Evaluate the impact of personal choices in relation to the cycling of matter within an ecosystem (e.g., impact of automobiles on the carbon cycle, impact on landfills of processed and packaged foods).
I.2. Relate the structure, behavior, and scale of an atom to the particles that compose it.I.2.a. Summarize the major experimental evidence that led to the development of various atomic models, both historical and current.
I.2.b. Evaluate the limitations of using models to describe atoms.
I.2.c. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom.
I.2.d. Generalize the relationship of proton number to the element's identity.
I.2.e. Relate the mass and number of atoms to the gram-sized quantities of matter in a mole.Quiz, Flash Cards, Worksheet, Game The Mole
I.3. Describe how interactions among organisms and their environment help shape ecosystems.I.3.a. Categorize relationships among living things according to predator-prey, competition, and symbiosis.
I.3.b. Formulate and test a hypothesis specific to the effect of changing one variable upon another in a small ecosystem.
I.3.d. Investigate an ecosystem using methods of science to gather quantitative and qualitative data that describe the ecosystem in detail.
I.3.e. Research and evaluate local and global practices that affect ecosystems.
I.3. Correlate atomic structure and the physical and chemical properties of an element to the position of the element on the periodic table.I.3.a. Use the periodic table to correlate the number of protons, neutrons, and electrons in an atom.
I.3.b. Compare the number of protons and neutrons in isotopes of the same element.
I.3.c. Identify similarities in chemical behavior of elements within a group.
I.3.d. Generalize trends in reactivity of elements within a group to trends in other groups.
I.3.e. Compare the properties of elements (e.g., metal, nonmetallic, metalloid) based on their position in the periodic table.
I.4. Use Newton's first law to explain the motion of an object. (Related Internet Resources)I.4.a. Describe the motion of a moving object on which balanced forces are acting.
I.4.b. Describe the motion of a stationary object on which balanced forces are acting.
I.4.c. Describe the balanced forces acting on a moving object commonly encountered (e.g., forces acting on an automobile moving at constant velocity, forces that maintain a body in an upright position while walking).
UT.II.Biology: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.
Biology: Students will understand that all organisms are composed of one or more cells that are made of molecules, come from preexisting cells, and perform life functions.
II.1. Describe the fundamental chemistry of living cells.II.1.b. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
II.1.c. Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
II.1.d. Explain the role of enzymes in cell chemistry.
II.1. Analyze forces acting on an object. (Related Internet Resources)II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).
II.1.d. Calculate the net force acting on an object.
II.2. Using Newton's second law, relate the force, mass, and acceleration of an object. (Related Internet Resources)II.2.a. Determine the relationship between the net force on an object and the object's acceleration.
II.2.b. Relate the effect of an object's mass to its acceleration when an unbalanced force is applied.
II.2.c. Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton's second law.
II.2.d. Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object's motion.
II.2. Evaluate how changes in the nucleus of an atom result in emission of radioactivity.II.2.d. Compare the strong nuclear force to the amount of energy released in a nuclear reaction and contrast it to the amount of energy released in a chemical reaction.
II.2. Describe the flow of energy and matter in cellular function.II.2.a. Distinguish between autotrophic and heterotrophic cells.Quiz, Flash Cards, Worksheet, Game Cells
II.2.b. Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).
II.2.c. Measure the production of one or more of the products of either photosynthesis or respiration.
II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).Quiz, Flash Cards, Worksheet, Game Oceans
II.2.c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.
II.2.d. Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems.
II.2.e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).
II.2.f. Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment.
II.3. Investigate the structure and function of cells and cell parts.II.3.a. Explain how cells divide from existing cells.Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.b. Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).Quiz, Flash Cards, Worksheet, Game Cells
II.3.c. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
II.3.d. Describe the relationship between the organelles in a cell and the functions of that cell.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.e. Experiment with microorganisms and/or plants to investigate growth and reproduction.
II.3. Examine Earth's diversity of life as it changes over time.II.3.a. Observe and chart the diversity in a specific area.
II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.Quiz, Flash Cards, Worksheet, Game Oceans
II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)II.3.a. Identify pairs of forces (e.g., action-reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled).
II.3.b. Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known.
II.3.c. Provide examples of practical applications of Newton's third law (e.g., forces on a retaining wall, rockets, walking).
II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).
UT.II.Chemistry: Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand that the em
Chemistry: Students will understand the relationship between energy changes in the atom specific to the movement of electrons between energy levels in an atom resulting in the emission or absorption of quantum energy. They will also understand that the em
II.1. Describe the fundamental chemistry of living cells.II.1.b. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
II.1.c. Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
II.1.d. Explain the role of enzymes in cell chemistry.
II.1. Analyze forces acting on an object. (Related Internet Resources)II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).
II.1.d. Calculate the net force acting on an object.
II.2. Using Newton's second law, relate the force, mass, and acceleration of an object. (Related Internet Resources)II.2.a. Determine the relationship between the net force on an object and the object's acceleration.
II.2.b. Relate the effect of an object's mass to its acceleration when an unbalanced force is applied.
II.2.c. Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton's second law.
II.2.d. Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object's motion.
II.2. Evaluate how changes in the nucleus of an atom result in emission of radioactivity.II.2.d. Compare the strong nuclear force to the amount of energy released in a nuclear reaction and contrast it to the amount of energy released in a chemical reaction.
II.2. Describe the flow of energy and matter in cellular function.II.2.a. Distinguish between autotrophic and heterotrophic cells.Quiz, Flash Cards, Worksheet, Game Cells
II.2.b. Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).
II.2.c. Measure the production of one or more of the products of either photosynthesis or respiration.
II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).Quiz, Flash Cards, Worksheet, Game Oceans
II.2.c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.
II.2.d. Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems.
II.2.e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).
II.2.f. Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment.
II.3. Investigate the structure and function of cells and cell parts.II.3.a. Explain how cells divide from existing cells.Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.b. Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).Quiz, Flash Cards, Worksheet, Game Cells
II.3.c. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
II.3.d. Describe the relationship between the organelles in a cell and the functions of that cell.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.e. Experiment with microorganisms and/or plants to investigate growth and reproduction.
II.3. Examine Earth's diversity of life as it changes over time.II.3.a. Observe and chart the diversity in a specific area.
II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.Quiz, Flash Cards, Worksheet, Game Oceans
II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)II.3.a. Identify pairs of forces (e.g., action-reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled).
II.3.b. Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known.
II.3.c. Provide examples of practical applications of Newton's third law (e.g., forces on a retaining wall, rockets, walking).
II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).
UT.II.Earth Systems Science: Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.
Earth Systems Science: Students will understand that the features of Earth's evolving environment affect living systems, and that life on Earth is unique in the solar system.
II.1. Describe the fundamental chemistry of living cells.II.1.b. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
II.1.c. Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
II.1.d. Explain the role of enzymes in cell chemistry.
II.1. Analyze forces acting on an object. (Related Internet Resources)II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).
II.1.d. Calculate the net force acting on an object.
II.2. Using Newton's second law, relate the force, mass, and acceleration of an object. (Related Internet Resources)II.2.a. Determine the relationship between the net force on an object and the object's acceleration.
II.2.b. Relate the effect of an object's mass to its acceleration when an unbalanced force is applied.
II.2.c. Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton's second law.
II.2.d. Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object's motion.
II.2. Evaluate how changes in the nucleus of an atom result in emission of radioactivity.II.2.d. Compare the strong nuclear force to the amount of energy released in a nuclear reaction and contrast it to the amount of energy released in a chemical reaction.
II.2. Describe the flow of energy and matter in cellular function.II.2.a. Distinguish between autotrophic and heterotrophic cells.Quiz, Flash Cards, Worksheet, Game Cells
II.2.b. Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).
II.2.c. Measure the production of one or more of the products of either photosynthesis or respiration.
II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).Quiz, Flash Cards, Worksheet, Game Oceans
II.2.c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.
II.2.d. Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems.
II.2.e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).
II.2.f. Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment.
II.3. Investigate the structure and function of cells and cell parts.II.3.a. Explain how cells divide from existing cells.Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.b. Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).Quiz, Flash Cards, Worksheet, Game Cells
II.3.c. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
II.3.d. Describe the relationship between the organelles in a cell and the functions of that cell.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.e. Experiment with microorganisms and/or plants to investigate growth and reproduction.
II.3. Examine Earth's diversity of life as it changes over time.II.3.a. Observe and chart the diversity in a specific area.
II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.Quiz, Flash Cards, Worksheet, Game Oceans
II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)II.3.a. Identify pairs of forces (e.g., action-reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled).
II.3.b. Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known.
II.3.c. Provide examples of practical applications of Newton's third law (e.g., forces on a retaining wall, rockets, walking).
II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).
UT.II.Physics: Students will understand the relation between force, mass, and acceleration.
Physics: Students will understand the relation between force, mass, and acceleration.
II.1. Describe the fundamental chemistry of living cells.II.1.b. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
II.1.c. Explain how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to maintenance of cells and living organisms.
II.1.d. Explain the role of enzymes in cell chemistry.
II.1. Analyze forces acting on an object. (Related Internet Resources)II.1.a. Observe and describe forces encountered in everyday life (e.g., braking of an automobile - friction, falling rain drops - gravity, directional compass - magnetic, bathroom scale - elastic or spring).
II.1.d. Calculate the net force acting on an object.
II.2. Using Newton's second law, relate the force, mass, and acceleration of an object. (Related Internet Resources)II.2.a. Determine the relationship between the net force on an object and the object's acceleration.
II.2.b. Relate the effect of an object's mass to its acceleration when an unbalanced force is applied.
II.2.c. Determine the relationship between force, mass, and acceleration from experimental data and compare the results to Newton's second law.
II.2.d. Predict the combined effect of multiple forces (e.g., friction, gravity, and normal forces) on an object's motion.
II.2. Evaluate how changes in the nucleus of an atom result in emission of radioactivity.II.2.d. Compare the strong nuclear force to the amount of energy released in a nuclear reaction and contrast it to the amount of energy released in a chemical reaction.
II.2. Describe the flow of energy and matter in cellular function.II.2.a. Distinguish between autotrophic and heterotrophic cells.Quiz, Flash Cards, Worksheet, Game Cells
II.2.b. Illustrate the cycling of matter and the flow of energy through photosynthesis (e.g., by using light energy to combine CO2 and H2O to produce oxygen and sugars) and respiration (e.g., by releasing energy from sugar and O2 to produce CO2 and H2O).
II.2.c. Measure the production of one or more of the products of either photosynthesis or respiration.
II.2. Analyze how ecosystems differ from each other due to abiotic and biotic factors.II.2.b. Observe and list biotic factors (e.g., plants, animals, organic matter) that affect a specific ecosystem (e.g., wetlands, deserts, aquatic).Quiz, Flash Cards, Worksheet, Game Oceans
II.2.c. Predict how an ecosystem will change as a result of major changes in an abiotic and/or biotic factor.
II.2.d. Explain that energy enters the vast majority of Earth's ecosystems through photosynthesis, and compare the path of energy through two different ecosystems.
II.2.e. Analyze interactions within an ecosystem (e.g., water temperature and fish species, weathering and water pH).
II.2.f. Plan and conduct an experiment to investigate how abiotic factors influence organisms and how organisms influence the physical environment.
II.3. Investigate the structure and function of cells and cell parts.II.3.a. Explain how cells divide from existing cells.Quiz, Flash Cards, Worksheet, Game Meiosis Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.b. Describe cell theory and relate the nature of science to the development of cell theory (e.g., built upon previous knowledge, use of increasingly more sophisticated technology).Quiz, Flash Cards, Worksheet, Game Cells
II.3.c. Describe how the transport of materials in and out of cells enables cells to maintain homeostasis (i.e., osmosis, diffusion, active transport).
II.3.d. Describe the relationship between the organelles in a cell and the functions of that cell.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Mitosis
II.3.e. Experiment with microorganisms and/or plants to investigate growth and reproduction.
II.3. Examine Earth's diversity of life as it changes over time.II.3.a. Observe and chart the diversity in a specific area.
II.3.b. Compare the diversity of life in various biomes specific to number of species, biomass, and type of organisms.Quiz, Flash Cards, Worksheet, Game Oceans
II.3. Explain that forces act in pairs as described by Newton's third law. (Related Internet Resources)II.3.a. Identify pairs of forces (e.g., action-reaction, equal and opposite) acting between two objects (e.g., two electric charges, a book and the table it rests upon, a person and a rope being pulled).
II.3.b. Determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known.
II.3.c. Provide examples of practical applications of Newton's third law (e.g., forces on a retaining wall, rockets, walking).
II.3.d. Relate the historical development of Newton's laws of motion to our current understanding of the nature of science (e.g., based upon previous knowledge, empirical evidence, replicable observations, development of scientific law).
UT.III.Biology: Students will understand the relationship between structure and function of organs and organ systems.
Biology: Students will understand the relationship between structure and function of organs and organ systems.
III.1. Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.III.1.a. Determine the number of valence electrons in atoms using the periodic table.
III.1.b. Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.
III.1.c. Predict bond types based on the behavior of valence (outermost) electrons.
III.1.d. Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.
III.1. Describe the structure and function of organs.III.1.a. Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tiQuiz, Flash Cards, Worksheet, Game Cells
III.1.b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.c. Relate the structure of organs to the function of organs.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.e. Research and report on technological developments related to organs.Quiz, Flash Cards, Worksheet, Game Cells
III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)III.1.b. Distinguish between mass and weight.
III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.
III.1.e. Research the importance of gravitational forces in the space program.
III.1. Explain the evidence that supports the theory of plate tectonics.III.1.a. Define and describe the location of the major plates and plate boundaries.
III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.
III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.
III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.
III.1.e. Evaluate the evidence for the current theory of plate tectonics.
III.2. Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.III.2.a. Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.
III.2.b. Compare the physical properties of a compound to the elements that form it.
III.2.c. Compare the chemical properties of a compound to the elements that form it.
III.2.d. Explain that combining elements in different proportions results in the formation of different compounds with different properties.
III.2. Describe the relationship between structure and function of organ systems in plants and animals.III.2.a. Relate the function of an organ to the function of an organ system.Quiz, Flash Cards, Worksheet, Game Cells
III.2.b. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.Quiz, Flash Cards, Worksheet, Game Cells
III.2.c. Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.Quiz, Flash Cards, Worksheet, Game Cells
III.2.d. Relate the tissues that make up organs to the structure and function of the organ.Quiz, Flash Cards, Worksheet, Game Cells
III.2.e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).Quiz, Flash Cards, Worksheet, Game Cells
III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).
III.2.b. Describe how the amount of charge affects the electric force.
III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).
III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.III.2.a. Identify the energy sources that cause material to move within Earth.
III.2.b. Model the movement of materials within Earth.
III.2.c. Model the movement and interaction of plates.
III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.
III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in b
III.3. Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.III.3.a. Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.
III.3.b. Given a model, describe the shape and resulting polarity of water, ammonia, and methane molecules.
III.3.c. Identify how intermolecular forces of hydrogen bonds in water affect a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, boiling point).
UT.III.Chemistry: Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.
Chemistry: Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances.
III.1. Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.III.1.a. Determine the number of valence electrons in atoms using the periodic table.
III.1.b. Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.
III.1.c. Predict bond types based on the behavior of valence (outermost) electrons.
III.1.d. Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.
III.1. Describe the structure and function of organs.III.1.a. Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tiQuiz, Flash Cards, Worksheet, Game Cells
III.1.b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.c. Relate the structure of organs to the function of organs.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.e. Research and report on technological developments related to organs.Quiz, Flash Cards, Worksheet, Game Cells
III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)III.1.b. Distinguish between mass and weight.
III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.
III.1.e. Research the importance of gravitational forces in the space program.
III.1. Explain the evidence that supports the theory of plate tectonics.III.1.a. Define and describe the location of the major plates and plate boundaries.
III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.
III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.
III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.
III.1.e. Evaluate the evidence for the current theory of plate tectonics.
III.2. Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.III.2.a. Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.
III.2.b. Compare the physical properties of a compound to the elements that form it.
III.2.c. Compare the chemical properties of a compound to the elements that form it.
III.2.d. Explain that combining elements in different proportions results in the formation of different compounds with different properties.
III.2. Describe the relationship between structure and function of organ systems in plants and animals.III.2.a. Relate the function of an organ to the function of an organ system.Quiz, Flash Cards, Worksheet, Game Cells
III.2.b. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.Quiz, Flash Cards, Worksheet, Game Cells
III.2.c. Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.Quiz, Flash Cards, Worksheet, Game Cells
III.2.d. Relate the tissues that make up organs to the structure and function of the organ.Quiz, Flash Cards, Worksheet, Game Cells
III.2.e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).Quiz, Flash Cards, Worksheet, Game Cells
III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).
III.2.b. Describe how the amount of charge affects the electric force.
III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).
III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.III.2.a. Identify the energy sources that cause material to move within Earth.
III.2.b. Model the movement of materials within Earth.
III.2.c. Model the movement and interaction of plates.
III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.
III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in b
III.3. Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.III.3.a. Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.
III.3.b. Given a model, describe the shape and resulting polarity of water, ammonia, and methane molecules.
III.3.c. Identify how intermolecular forces of hydrogen bonds in water affect a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, boiling point).
UT.III.Earth Systems Science: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.
Earth Systems Science: Students will understand that gravity, density, and convection move Earth's plates and this movement causes the plates to impact other Earth systems.
III.1. Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.III.1.a. Determine the number of valence electrons in atoms using the periodic table.
III.1.b. Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.
III.1.c. Predict bond types based on the behavior of valence (outermost) electrons.
III.1.d. Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.
III.1. Describe the structure and function of organs.III.1.a. Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tiQuiz, Flash Cards, Worksheet, Game Cells
III.1.b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.c. Relate the structure of organs to the function of organs.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.e. Research and report on technological developments related to organs.Quiz, Flash Cards, Worksheet, Game Cells
III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)III.1.b. Distinguish between mass and weight.
III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.
III.1.e. Research the importance of gravitational forces in the space program.
III.1. Explain the evidence that supports the theory of plate tectonics.III.1.a. Define and describe the location of the major plates and plate boundaries.
III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.
III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.
III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.
III.1.e. Evaluate the evidence for the current theory of plate tectonics.
III.2. Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.III.2.a. Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.
III.2.b. Compare the physical properties of a compound to the elements that form it.
III.2.c. Compare the chemical properties of a compound to the elements that form it.
III.2.d. Explain that combining elements in different proportions results in the formation of different compounds with different properties.
III.2. Describe the relationship between structure and function of organ systems in plants and animals.III.2.a. Relate the function of an organ to the function of an organ system.Quiz, Flash Cards, Worksheet, Game Cells
III.2.b. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.Quiz, Flash Cards, Worksheet, Game Cells
III.2.c. Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.Quiz, Flash Cards, Worksheet, Game Cells
III.2.d. Relate the tissues that make up organs to the structure and function of the organ.Quiz, Flash Cards, Worksheet, Game Cells
III.2.e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).Quiz, Flash Cards, Worksheet, Game Cells
III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).
III.2.b. Describe how the amount of charge affects the electric force.
III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).
III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.III.2.a. Identify the energy sources that cause material to move within Earth.
III.2.b. Model the movement of materials within Earth.
III.2.c. Model the movement and interaction of plates.
III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.
III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in b
III.3. Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.III.3.a. Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.
III.3.b. Given a model, describe the shape and resulting polarity of water, ammonia, and methane molecules.
III.3.c. Identify how intermolecular forces of hydrogen bonds in water affect a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, boiling point).
UT.III.Physics: Students will understand the factors determining the strength of gravitational and electric forces.
Physics: Students will understand the factors determining the strength of gravitational and electric forces.
III.1. Analyze the relationship between the valence (outermost) electrons of an atom and the type of bond formed between atoms.III.1.a. Determine the number of valence electrons in atoms using the periodic table.
III.1.b. Predict the charge an atom will acquire when it forms an ion by gaining or losing electrons.
III.1.c. Predict bond types based on the behavior of valence (outermost) electrons.
III.1.d. Compare covalent, ionic, and metallic bonds with respect to electron behavior and relative bond strengths.
III.1. Describe the structure and function of organs.III.1.a. Diagram and label the structure of the primary components of representative organs in plants and animals (e.g., heart - muscle tissue, valves and chambers; lung - trachea, bronchial, alveoli; leaf - veins, stomata; stem - xylem, phloem, cambium; root - tiQuiz, Flash Cards, Worksheet, Game Cells
III.1.b. Describe the function of various organs (e.g. heart, lungs, skin, leaf, stem, root, ovary).Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.c. Relate the structure of organs to the function of organs.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.d. Compare the structure and function of organs in one organism to the structure and function of organs in another organism.Quiz, Flash Cards, Worksheet, Game Cells Quiz, Flash Cards, Worksheet, Game Sound
III.1.e. Research and report on technological developments related to organs.Quiz, Flash Cards, Worksheet, Game Cells
III.1. Relate the strength of the gravitational force to the distance between two objects and the mass of the objects (i.e., Newton's law of universal gravitation). (Related Internet Resources)III.1.b. Distinguish between mass and weight.
III.1.d. Explain how evidence and inference are used to describe fundamental forces in nature, such as the gravitational force.
III.1.e. Research the importance of gravitational forces in the space program.
III.1. Explain the evidence that supports the theory of plate tectonics.III.1.a. Define and describe the location of the major plates and plate boundaries.
III.1.b. Compare the movement and results of movement along convergent, divergent, and transform plate boundaries.
III.1.c. Relate the location of earthquakes and volcanoes to plate boundaries.
III.1.d. Explain Alfred Wegener's continental drift hypothesis, his evidence, and why it was not accepted in his time.
III.1.e. Evaluate the evidence for the current theory of plate tectonics.
III.2. Explain that the properties of a compound may be different from those of the elements or compounds from which it is formed.III.2.a. Use a chemical formula to represent the names of elements and numbers of atoms in a compound and recognize that the formula is unique to the specific compound.
III.2.b. Compare the physical properties of a compound to the elements that form it.
III.2.c. Compare the chemical properties of a compound to the elements that form it.
III.2.d. Explain that combining elements in different proportions results in the formation of different compounds with different properties.
III.2. Describe the relationship between structure and function of organ systems in plants and animals.III.2.a. Relate the function of an organ to the function of an organ system.Quiz, Flash Cards, Worksheet, Game Cells
III.2.b. Describe the structure and function of various organ systems (i.e., digestion, respiration, circulation, protection and support, nervous) and how these systems contribute to homeostasis of the organism.Quiz, Flash Cards, Worksheet, Game Cells
III.2.c. Examine the relationships of organ systems within an organism (e.g., respiration to circulation, leaves to roots) and describe the relationship of structure to function in the relationship.Quiz, Flash Cards, Worksheet, Game Cells
III.2.d. Relate the tissues that make up organs to the structure and function of the organ.Quiz, Flash Cards, Worksheet, Game Cells
III.2.e. Compare the structure and function of organ systems in one organism to the structure and function in another organism (e.g., chicken to sheep digestive system; fern to peach reproductive system).Quiz, Flash Cards, Worksheet, Game Cells
III.2. Describe the factors that affect the electric force (i.e., Coulomb's law). (Related Internet Resources)III.2.a. Relate the types of charge to their effect on electric force (i.e., like charges repel, unlike charges attract).
III.2.b. Describe how the amount of charge affects the electric force.
III.2.d. Research and report on electric forces in everyday applications found in both nature and technology (e.g., lightning, living organisms, batteries, copy machine, electrostatic precipitators).
III.2. Describe the processes within Earth that result in plate motion and relate it to changes in other Earth systems.III.2.a. Identify the energy sources that cause material to move within Earth.
III.2.b. Model the movement of materials within Earth.
III.2.c. Model the movement and interaction of plates.
III.2.d. Relate the movement and interaction of plates to volcanic eruptions, mountain building, and climate changes.
III.2.e. Predict the effects of plate movement on other Earth systems (e.g., volcanic eruptions affect weather, mountain building diverts waterways, uplift changes elevation that alters plant and animal diversity, upwelling from ocean vents results in changes in b
III.3. Relate the properties of simple compounds to the type of bonding, shape of molecules, and intermolecular forces.III.3.a. Generalize, from investigations, the physical properties (e.g., malleability, conductivity, solubility) of substances with different bond types.
III.3.b. Given a model, describe the shape and resulting polarity of water, ammonia, and methane molecules.
III.3.c. Identify how intermolecular forces of hydrogen bonds in water affect a variety of physical, chemical, and biological phenomena (e.g., surface tension, capillary action, boiling point).
UT.IV.Biology: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.
Biology: Students will understand that genetic information coded in DNA is passed from parents to offspring by sexual and asexual reproduction. The basic structure of DNA is the same in all living things. Changes in DNA may alter genetic expression.
IV.1. Compare sexual and asexual reproduction.IV.1.a. Explain the significance of meiosis and fertilization in genetic variation.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.b. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.c. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.
IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).Quiz, Flash Cards, Worksheet, Game Heat
IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.Quiz, Flash Cards, Worksheet, Game Heat
IV.1.c. Describe the types of energy contributing to the total energy of a given system.
IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.IV.1.a. Identify the reservoirs of Earth's water cycle (e.g., ocean, ice caps/glaciers, atmosphere, lakes, rivers, biosphere, groundwater) locally and globally, and graph or chart relative amounts in global reservoirs.
IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.
IV.1. Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.IV.1.a. Generalize evidences of chemical reactions.
IV.1.b. Compare the properties of reactants to the properties of products in a chemical reaction.
IV.1.c. Use a chemical equation to describe a simple chemical reaction.
IV.1.d. Recognize that the number of atoms in a chemical reaction does not change.
IV.1.e. Determine the molar proportions of the reactants and products in a balanced chemical reaction.Quiz, Flash Cards, Worksheet, Game The Mole
IV.1.f. Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).
IV.2. Predict and interpret patterns of inheritance in sexually reproducing organisms.IV.2.a. Explain Mendel's laws of segregation and independent assortment and their role in genetic inheritance.
IV.2.b. Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.
IV.2.d. Analyze bioethical issues and consider the role of science in determining public policy.
IV.2. Describe conservation of energy in terms of systems. (Related Internet Resources)IV.2.a. Describe a closed system in terms of its total energy.
IV.2.b. Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).
IV.2.c. Gather data and calculate the gravitational potential energy and the kinetic energy of an object (e.g., pendulum, water flowing downhill, ball dropped from a height) and relate this to the conservation of energy of a system.
IV.2.d. Evaluate social, economic, and environmental issues related to the production and transmission of electrical energy.
IV.2. Analyze the physical and biological dynamics of the oceans.IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.c. Model energy flow in ocean ecosystems.
IV.2.e. Describe how changing sea levels could affect life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
IV.2. Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.IV.2.a. Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.
IV.2.c. Report evidence of energy transformations in a chemical reaction.
IV.2.d. After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.
IV.2.e. Using either a constructed or a diagrammed electrochemical cell, describe how electrical energy can be produced in a chemical reaction (e.g., half reaction, electron transfer).
IV.2.f. Using collected data, report the loss or gain of heat energy in a chemical reaction.
IV.3. Explain how the structure and replication of DNA are essential to heredity and protein synthesis.IV.3.a. Use a model to describe the structure of DNA.
IV.3.b. Explain the importance of DNA replication in cell reproduction.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.3.c. Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.
IV.3.d. Describe how mutations may affect genetic expression and cite examples of mutagens.
IV.3.e. Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.
IV.3.f. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).
IV.3. Describe common energy transformations and the effect on availability of energy. (Related Internet Resources)IV.3.a. Describe the loss of useful energy in energy transformations.
IV.3.b. Investigate the transfer of heat energy by conduction, convection, and radiation.
IV.3.c. Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.
IV.3.d. Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses durin
UT.IV.Chemistry: Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.
Chemistry: Students will understand that in chemical reactions matter and energy change forms, but the amounts of matter and energy do not change.
IV.1. Compare sexual and asexual reproduction.IV.1.a. Explain the significance of meiosis and fertilization in genetic variation.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.b. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.c. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.
IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).Quiz, Flash Cards, Worksheet, Game Heat
IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.Quiz, Flash Cards, Worksheet, Game Heat
IV.1.c. Describe the types of energy contributing to the total energy of a given system.
IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.IV.1.a. Identify the reservoirs of Earth's water cycle (e.g., ocean, ice caps/glaciers, atmosphere, lakes, rivers, biosphere, groundwater) locally and globally, and graph or chart relative amounts in global reservoirs.
IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.
IV.1. Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.IV.1.a. Generalize evidences of chemical reactions.
IV.1.b. Compare the properties of reactants to the properties of products in a chemical reaction.
IV.1.c. Use a chemical equation to describe a simple chemical reaction.
IV.1.d. Recognize that the number of atoms in a chemical reaction does not change.
IV.1.e. Determine the molar proportions of the reactants and products in a balanced chemical reaction.Quiz, Flash Cards, Worksheet, Game The Mole
IV.1.f. Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).
IV.2. Predict and interpret patterns of inheritance in sexually reproducing organisms.IV.2.a. Explain Mendel's laws of segregation and independent assortment and their role in genetic inheritance.
IV.2.b. Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.
IV.2.d. Analyze bioethical issues and consider the role of science in determining public policy.
IV.2. Describe conservation of energy in terms of systems. (Related Internet Resources)IV.2.a. Describe a closed system in terms of its total energy.
IV.2.b. Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).
IV.2.c. Gather data and calculate the gravitational potential energy and the kinetic energy of an object (e.g., pendulum, water flowing downhill, ball dropped from a height) and relate this to the conservation of energy of a system.
IV.2.d. Evaluate social, economic, and environmental issues related to the production and transmission of electrical energy.
IV.2. Analyze the physical and biological dynamics of the oceans.IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.c. Model energy flow in ocean ecosystems.
IV.2.e. Describe how changing sea levels could affect life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
IV.2. Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.IV.2.a. Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.
IV.2.c. Report evidence of energy transformations in a chemical reaction.
IV.2.d. After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.
IV.2.e. Using either a constructed or a diagrammed electrochemical cell, describe how electrical energy can be produced in a chemical reaction (e.g., half reaction, electron transfer).
IV.2.f. Using collected data, report the loss or gain of heat energy in a chemical reaction.
IV.3. Explain how the structure and replication of DNA are essential to heredity and protein synthesis.IV.3.a. Use a model to describe the structure of DNA.
IV.3.b. Explain the importance of DNA replication in cell reproduction.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.3.c. Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.
IV.3.d. Describe how mutations may affect genetic expression and cite examples of mutagens.
IV.3.e. Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.
IV.3.f. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).
IV.3. Describe common energy transformations and the effect on availability of energy. (Related Internet Resources)IV.3.a. Describe the loss of useful energy in energy transformations.
IV.3.b. Investigate the transfer of heat energy by conduction, convection, and radiation.
IV.3.c. Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.
IV.3.d. Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses durin
UT.IV.Earth Systems Science: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.
Earth Systems Science: Students will understand that water cycles through and between reservoirs in the hydrosphere and affects the other spheres of the Earth system.
IV.1. Compare sexual and asexual reproduction.IV.1.a. Explain the significance of meiosis and fertilization in genetic variation.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.b. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.c. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.
IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).Quiz, Flash Cards, Worksheet, Game Heat
IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.Quiz, Flash Cards, Worksheet, Game Heat
IV.1.c. Describe the types of energy contributing to the total energy of a given system.
IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.IV.1.a. Identify the reservoirs of Earth's water cycle (e.g., ocean, ice caps/glaciers, atmosphere, lakes, rivers, biosphere, groundwater) locally and globally, and graph or chart relative amounts in global reservoirs.
IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.
IV.1. Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.IV.1.a. Generalize evidences of chemical reactions.
IV.1.b. Compare the properties of reactants to the properties of products in a chemical reaction.
IV.1.c. Use a chemical equation to describe a simple chemical reaction.
IV.1.d. Recognize that the number of atoms in a chemical reaction does not change.
IV.1.e. Determine the molar proportions of the reactants and products in a balanced chemical reaction.Quiz, Flash Cards, Worksheet, Game The Mole
IV.1.f. Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).
IV.2. Predict and interpret patterns of inheritance in sexually reproducing organisms.IV.2.a. Explain Mendel's laws of segregation and independent assortment and their role in genetic inheritance.
IV.2.b. Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.
IV.2.d. Analyze bioethical issues and consider the role of science in determining public policy.
IV.2. Describe conservation of energy in terms of systems. (Related Internet Resources)IV.2.a. Describe a closed system in terms of its total energy.
IV.2.b. Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).
IV.2.c. Gather data and calculate the gravitational potential energy and the kinetic energy of an object (e.g., pendulum, water flowing downhill, ball dropped from a height) and relate this to the conservation of energy of a system.
IV.2.d. Evaluate social, economic, and environmental issues related to the production and transmission of electrical energy.
IV.2. Analyze the physical and biological dynamics of the oceans.IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.c. Model energy flow in ocean ecosystems.
IV.2.e. Describe how changing sea levels could affect life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
IV.2. Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.IV.2.a. Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.
IV.2.c. Report evidence of energy transformations in a chemical reaction.
IV.2.d. After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.
IV.2.e. Using either a constructed or a diagrammed electrochemical cell, describe how electrical energy can be produced in a chemical reaction (e.g., half reaction, electron transfer).
IV.2.f. Using collected data, report the loss or gain of heat energy in a chemical reaction.
IV.3. Explain how the structure and replication of DNA are essential to heredity and protein synthesis.IV.3.a. Use a model to describe the structure of DNA.
IV.3.b. Explain the importance of DNA replication in cell reproduction.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.3.c. Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.
IV.3.d. Describe how mutations may affect genetic expression and cite examples of mutagens.
IV.3.e. Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.
IV.3.f. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).
IV.3. Describe common energy transformations and the effect on availability of energy. (Related Internet Resources)IV.3.a. Describe the loss of useful energy in energy transformations.
IV.3.b. Investigate the transfer of heat energy by conduction, convection, and radiation.
IV.3.c. Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.
IV.3.d. Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses durin
UT.IV.Physics: Students will understand transfer and conservation of energy.
Physics: Students will understand transfer and conservation of energy.
IV.1. Compare sexual and asexual reproduction.IV.1.a. Explain the significance of meiosis and fertilization in genetic variation.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.b. Compare the advantages/disadvantages of sexual and asexual reproduction to survival of species.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.1.c. Formulate, defend, and support a perspective of a bioethical issue related to intentional or unintentional chromosomal mutations.
IV.1. Determine kinetic and potential energy in a system. (Related Internet Resources)IV.1.a. Identify various types of potential energy (i.e., gravitational, elastic, chemical, electrostatic, nuclear).Quiz, Flash Cards, Worksheet, Game Heat
IV.1.b. Calculate the kinetic energy of an object given the velocity and mass of the object.Quiz, Flash Cards, Worksheet, Game Heat
IV.1.c. Describe the types of energy contributing to the total energy of a given system.
IV.1. Explain the water cycle in terms of its reservoirs, the movement between reservoirs, and the energy to move water. Evaluate the importance of freshwater to the biosphere.IV.1.a. Identify the reservoirs of Earth's water cycle (e.g., ocean, ice caps/glaciers, atmosphere, lakes, rivers, biosphere, groundwater) locally and globally, and graph or chart relative amounts in global reservoirs.
IV.1.b. Illustrate the movement of water on Earth and describe how the processes that move water (e.g., evaporation of water, melting of ice/snow, ocean currents, movement of water vapor by wind) use energy from the sun.Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.c. Relate the physical and chemical properties of water to a water pollution issue.Quiz, Flash Cards, Worksheet, Game Minerals Quiz, Flash Cards, Worksheet, Game Oceans
IV.1.d. Make inferences about the quality and/or quantity of freshwater, using data collected from local water systems.
IV.1. Identify evidence of chemical reactions and demonstrate how chemical equations are used to describe them.IV.1.a. Generalize evidences of chemical reactions.
IV.1.b. Compare the properties of reactants to the properties of products in a chemical reaction.
IV.1.c. Use a chemical equation to describe a simple chemical reaction.
IV.1.d. Recognize that the number of atoms in a chemical reaction does not change.
IV.1.e. Determine the molar proportions of the reactants and products in a balanced chemical reaction.Quiz, Flash Cards, Worksheet, Game The Mole
IV.1.f. Investigate everyday chemical reactions that occur in a student's home (e.g., baking, rusting, bleaching, cleaning).
IV.2. Predict and interpret patterns of inheritance in sexually reproducing organisms.IV.2.a. Explain Mendel's laws of segregation and independent assortment and their role in genetic inheritance.
IV.2.b. Demonstrate possible results of recombination in sexually reproducing organisms using one or two pairs of contrasting traits in the following crosses: dominance/recessive, incomplete dominance, codominance, and sex-linked traits.
IV.2.d. Analyze bioethical issues and consider the role of science in determining public policy.
IV.2. Describe conservation of energy in terms of systems. (Related Internet Resources)IV.2.a. Describe a closed system in terms of its total energy.
IV.2.b. Relate the transformations between kinetic and potential energy in a system (e.g., moving magnet induces electricity in a coil of wire, roller coaster, internal combustion engine).
IV.2.c. Gather data and calculate the gravitational potential energy and the kinetic energy of an object (e.g., pendulum, water flowing downhill, ball dropped from a height) and relate this to the conservation of energy of a system.
IV.2.d. Evaluate social, economic, and environmental issues related to the production and transmission of electrical energy.
IV.2. Analyze the physical and biological dynamics of the oceans.IV.2.a. Describe the physical dynamics of the oceans (e.g., wave action, ocean currents, El Nino, tides).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.b. Determine how physical properties of oceans affect organisms (e.g., salinity, depth, tides, temperature).Quiz, Flash Cards, Worksheet, Game Oceans
IV.2.c. Model energy flow in ocean ecosystems.
IV.2.e. Describe how changing sea levels could affect life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
IV.2. Analyze evidence for the laws of conservation of mass and conservation of energy in chemical reactions.IV.2.a. Using data from quantitative analysis, identify evidence that supports the conservation of mass in a chemical reaction.
IV.2.c. Report evidence of energy transformations in a chemical reaction.
IV.2.d. After observing or measuring, classify evidence of temperature change in a chemical reaction as endothermic or exothermic.
IV.2.e. Using either a constructed or a diagrammed electrochemical cell, describe how electrical energy can be produced in a chemical reaction (e.g., half reaction, electron transfer).
IV.2.f. Using collected data, report the loss or gain of heat energy in a chemical reaction.
IV.3. Explain how the structure and replication of DNA are essential to heredity and protein synthesis.IV.3.a. Use a model to describe the structure of DNA.
IV.3.b. Explain the importance of DNA replication in cell reproduction.Quiz, Flash Cards, Worksheet, Game Meiosis
IV.3.c. Summarize how genetic information encoded in DNA provides instructions for assembling protein molecules.
IV.3.d. Describe how mutations may affect genetic expression and cite examples of mutagens.
IV.3.e. Relate the historical events that lead to our present understanding of DNA to the cumulative nature of science knowledge and technology.
IV.3.f. Research, report, and debate genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing).
IV.3. Describe common energy transformations and the effect on availability of energy. (Related Internet Resources)IV.3.a. Describe the loss of useful energy in energy transformations.
IV.3.b. Investigate the transfer of heat energy by conduction, convection, and radiation.
IV.3.c. Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.
IV.3.d. Research and report on the transformation of energy in electrical generation plants (e.g., chemical to heat to electricity, nuclear to heat to mechanical to electrical, gravitational to kinetic to mechanical to electrical), and include energy losses durin
UT.V.Biology: Students will understand that biological diversity is a result of evolutionary processes.
Biology: Students will understand that biological diversity is a result of evolutionary processes.
V.1. Relate principles of evolution to biological diversity.V.1.a. Describe the effects of environmental factors on natural selection.
V.1.b. Relate genetic variability to a species' potential for adaptation to a changing environment.Quiz, Flash Cards, Worksheet, Game Meiosis
V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)V.1.a. Differentiate between period, frequency, wavelength, and amplitude of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.b. Investigate and compare reflection, refraction, and diffraction of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.Quiz, Flash Cards, Worksheet, Game Sound
V.1.e. Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect).Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.f. Explain the transfer of energy through a medium by mechanical waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1. Describe how matter in the atmosphere cycles through other Earth systems.V.1.b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion).
V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.Quiz, Flash Cards, Worksheet, Game Minerals
V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).Quiz, Flash Cards, Worksheet, Game Minerals
V.1. Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.V.1.a. Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.
V.1.b. Use information from graphs to draw warranted conclusions about reaction rates.
V.1.c. Correlate frequency and energy of collisions to reaction rate.
V.1.d. Identify that catalysts are effective in increasing reaction rates.
V.2. Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.V.2.a. Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).
V.2.b. Identify the role of mutation and recombination in evolution.
V.2.c. Relate the nature of science to the historical development of the theory of evolution.
V.2.d. Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similar
V.2.e. Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.
V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).
V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.
V.2.d. Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift).
V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.Quiz, Flash Cards, Worksheet, Game Climate
V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
V.2.c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.
V.2.d. Analyze data relating to the concentration of atmospheric CO2 over the past 100 years.
V.2. Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.V.2.a. Explain the concept of dynamic equilibrium.
V.2.b. Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.
V.2.c. Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.
V.3. Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.V.3.a. Classify organisms using a classification tool such as a key or field guide.
V.3.b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).
V.3.c. Explain how evolutionary relationships are related to classification systems.
V.3.d. Justify the ongoing changes to classification schemes used in biology.
UT.V.Chemistry: Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.
Chemistry: Students will understand that many factors influence chemical reactions and some reactions can achieve a state of dynamic equilibrium.
V.1. Relate principles of evolution to biological diversity.V.1.a. Describe the effects of environmental factors on natural selection.
V.1.b. Relate genetic variability to a species' potential for adaptation to a changing environment.Quiz, Flash Cards, Worksheet, Game Meiosis
V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)V.1.a. Differentiate between period, frequency, wavelength, and amplitude of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.b. Investigate and compare reflection, refraction, and diffraction of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.Quiz, Flash Cards, Worksheet, Game Sound
V.1.e. Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect).Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.f. Explain the transfer of energy through a medium by mechanical waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1. Describe how matter in the atmosphere cycles through other Earth systems.V.1.b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion).
V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.Quiz, Flash Cards, Worksheet, Game Minerals
V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).Quiz, Flash Cards, Worksheet, Game Minerals
V.1. Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.V.1.a. Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.
V.1.b. Use information from graphs to draw warranted conclusions about reaction rates.
V.1.c. Correlate frequency and energy of collisions to reaction rate.
V.1.d. Identify that catalysts are effective in increasing reaction rates.
V.2. Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.V.2.a. Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).
V.2.b. Identify the role of mutation and recombination in evolution.
V.2.c. Relate the nature of science to the historical development of the theory of evolution.
V.2.d. Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similar
V.2.e. Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.
V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).
V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.
V.2.d. Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift).
V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.Quiz, Flash Cards, Worksheet, Game Climate
V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
V.2.c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.
V.2.d. Analyze data relating to the concentration of atmospheric CO2 over the past 100 years.
V.2. Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.V.2.a. Explain the concept of dynamic equilibrium.
V.2.b. Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.
V.2.c. Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.
V.3. Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.V.3.a. Classify organisms using a classification tool such as a key or field guide.
V.3.b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).
V.3.c. Explain how evolutionary relationships are related to classification systems.
V.3.d. Justify the ongoing changes to classification schemes used in biology.
UT.V.Earth Systems Science: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.
Earth Systems Science: Students will understand that Earth's atmosphere interacts with and is altered by the lithosphere, hydrosphere, and biosphere.
V.1. Relate principles of evolution to biological diversity.V.1.a. Describe the effects of environmental factors on natural selection.
V.1.b. Relate genetic variability to a species' potential for adaptation to a changing environment.Quiz, Flash Cards, Worksheet, Game Meiosis
V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)V.1.a. Differentiate between period, frequency, wavelength, and amplitude of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.b. Investigate and compare reflection, refraction, and diffraction of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.Quiz, Flash Cards, Worksheet, Game Sound
V.1.e. Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect).Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.f. Explain the transfer of energy through a medium by mechanical waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1. Describe how matter in the atmosphere cycles through other Earth systems.V.1.b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion).
V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.Quiz, Flash Cards, Worksheet, Game Minerals
V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).Quiz, Flash Cards, Worksheet, Game Minerals
V.1. Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.V.1.a. Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.
V.1.b. Use information from graphs to draw warranted conclusions about reaction rates.
V.1.c. Correlate frequency and energy of collisions to reaction rate.
V.1.d. Identify that catalysts are effective in increasing reaction rates.
V.2. Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.V.2.a. Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).
V.2.b. Identify the role of mutation and recombination in evolution.
V.2.c. Relate the nature of science to the historical development of the theory of evolution.
V.2.d. Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similar
V.2.e. Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.
V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).
V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.
V.2.d. Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift).
V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.Quiz, Flash Cards, Worksheet, Game Climate
V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
V.2.c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.
V.2.d. Analyze data relating to the concentration of atmospheric CO2 over the past 100 years.
V.2. Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.V.2.a. Explain the concept of dynamic equilibrium.
V.2.b. Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.
V.2.c. Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.
V.3. Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.V.3.a. Classify organisms using a classification tool such as a key or field guide.
V.3.b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).
V.3.c. Explain how evolutionary relationships are related to classification systems.
V.3.d. Justify the ongoing changes to classification schemes used in biology.
UT.V.Physics: Students will understand the properties and applications of waves.
Physics: Students will understand the properties and applications of waves.
V.1. Relate principles of evolution to biological diversity.V.1.a. Describe the effects of environmental factors on natural selection.
V.1.b. Relate genetic variability to a species' potential for adaptation to a changing environment.Quiz, Flash Cards, Worksheet, Game Meiosis
V.1. Demonstrate an understanding of mechanical waves in terms of general wave properties. (Related Internet Resources)V.1.a. Differentiate between period, frequency, wavelength, and amplitude of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.b. Investigate and compare reflection, refraction, and diffraction of waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1.c. Provide examples of waves commonly observed in nature and/or used in technological applications.Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.d. Identify the relationship between the speed, wavelength, and frequency of a wave.Quiz, Flash Cards, Worksheet, Game Sound
V.1.e. Explain the observed change in frequency of a mechanical wave coming from a moving object as it approaches and moves away (i.e., Doppler effect).Quiz, Flash Cards, Worksheet, Game Sound Quiz, Flash Cards, Worksheet, Game Sound
V.1.f. Explain the transfer of energy through a medium by mechanical waves.Quiz, Flash Cards, Worksheet, Game Sound
V.1. Describe how matter in the atmosphere cycles through other Earth systems.V.1.b. Diagram the nitrogen cycle and provide examples of human actions that affect this cycle (e.g., fertilizers, crop rotation, fossil fuel combustion).
V.1.c. Interpret evidence suggesting that humans are influencing the carbon cycle.Quiz, Flash Cards, Worksheet, Game Minerals
V.1.d. Research ways the biosphere, hydrosphere, and lithosphere interact with the atmosphere (e.g., volcanic eruptions putting ash and gases into the atmosphere, hurricanes, changes in vegetation).Quiz, Flash Cards, Worksheet, Game Minerals
V.1. Evaluate factors specific to collisions (e.g., temperature, particle size, concentration, and catalysts) that affect the rate of chemical reaction.V.1.a. Design and conduct an investigation of the factors affecting reaction rate and use the findings to generalize the results to other reactions.
V.1.b. Use information from graphs to draw warranted conclusions about reaction rates.
V.1.c. Correlate frequency and energy of collisions to reaction rate.
V.1.d. Identify that catalysts are effective in increasing reaction rates.
V.2. Cite evidence for changes in populations over time and use concepts of evolution to explain these changes.V.2.a. Cite evidence that supports biological evolution over time (e.g., geologic and fossil records, chemical mechanisms, DNA structural similarities, homologous and vestigial structures).
V.2.b. Identify the role of mutation and recombination in evolution.
V.2.c. Relate the nature of science to the historical development of the theory of evolution.
V.2.d. Distinguish between observations and inferences in making interpretations related to evolution (e.g., observed similarities and differences in the beaks of Galapagos finches leads to the inference that they evolved from a common ancestor; observed similar
V.2.e. Review a scientific article and identify the research methods used to gather evidence that documents the evolution of a species.
V.2. Describe the nature of electromagnetic radiation and visible light. (Related Internet Resources)V.2.a. Describe the relationship of energy to wavelength or frequency for electromagnetic radiation.
V.2.b. Distinguish between the different parts of the electromagnetic spectrum (e.g., radio waves and x-rays or visible light and microwaves).
V.2.c. Explain that the different parts of the electromagnetic spectrum all travel through empty space and at the same speed.
V.2.d. Explain the observed change in frequency of an electromagnetic wave coming from a moving object as it approaches and moves away (i.e., Doppler effect, red/blue shift).
V.2. Trace ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth's history.V.2.a. Define ozone and compare its effects in the lower and upper atmosphere.Quiz, Flash Cards, Worksheet, Game Climate
V.2.b. Describe the role of living organisms in producing the ozone layer and how the ozone layer affected the development of life on Earth.Quiz, Flash Cards, Worksheet, Game Climate
V.2.c. Compare the rate at which CO2 is put into the atmosphere to the rate at which it is removed through the carbon cycle.
V.2.d. Analyze data relating to the concentration of atmospheric CO2 over the past 100 years.
V.2. Recognize that certain reactions do not convert all reactants to products, but achieve a state of dynamic equilibrium that can be changed.V.2.a. Explain the concept of dynamic equilibrium.
V.2.b. Given an equation, identify the effect of adding either product or reactant to a shift in equilibrium.
V.2.c. Indicate the effect of a temperature change on the equilibrium, using an equation showing a heat term.
V.3. Classify organisms into a hierarchy of groups based on similarities that reflect their evolutionary relationships.V.3.a. Classify organisms using a classification tool such as a key or field guide.
V.3.b. Generalize criteria used for classification of organisms (e.g., dichotomy, structure, broad to specific).
V.3.c. Explain how evolutionary relationships are related to classification systems.
V.3.d. Justify the ongoing changes to classification schemes used in biology.
UT.VI.Chemistry: Students will understand the properties that describe solutions in terms of concentration, solutes, solvents, and the behavior of acids and bases.
Chemistry: Students will understand the properties that describe solutions in terms of concentration, solutes, solvents, and the behavior of acids and bases.
VI.1. Describe factors affecting the process of dissolving and evaluate the effects that changes in concentration have on solutions.VI.1.a. Use the terms solute and solvent in describing a solution.
VI.1.b. Sketch a solution at the particle level.
VI.1.c. Describe the relative amount of solute particles in concentrated and dilute solutions and express concentration in terms of molarity and molality.Quiz, Flash Cards, Worksheet, Game The Mole
VI.1.e. Relate the concept of parts per million (PPM) to relevant environmental issues found through research.Quiz, Flash Cards, Worksheet, Game The Mole
VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.VI.1.a. Illustrate the distribution of energy coming from the sun that is reflected, changed into heat, or stored by plants.
VI.1.b. Describe the pathways for converting and storing light energy as chemical energy (e.g., light energy converted to chemical energy stored in plants, plants become fossil fuel).
VI.1.c. Investigate the conversion of light energy from the sun into heat energy by various Earth materials.
VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.Quiz, Flash Cards, Worksheet, Game Climate
VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.Quiz, Flash Cards, Worksheet, Game Climate
VI.1.f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations).Quiz, Flash Cards, Worksheet, Game Climate
VI.2. Summarize the quantitative and qualitative effects of colligative properties on a solution when a solute is added.VI.2.b. Measure change in boiling and/or freezing point of a solvent when a solute is added.
VI.2.c. Describe how colligative properties affect the behavior of solutions in everyday applications (e.g., road salt, cold packs, antifreeze).
VI.2. Relate energy sources and transformation to the effects on Earth systems.VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.
VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).Quiz, Flash Cards, Worksheet, Game Climate
VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.Quiz, Flash Cards, Worksheet, Game Oceans
VI.2.d. Describe the Coriolis effect and its role in global wind and ocean current patterns.
VI.2.e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography.Quiz, Flash Cards, Worksheet, Game Oceans
VI.3. Differentiate between acids and bases in terms of hydrogen ion concentration.VI.3.a. Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.
VI.3.d. Research and report on the uses of acids and bases in industry, agriculture, medicine, mining, manufacturing, or construction.
UT.VI.Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.
Earth Systems Science: Students will understand the source and distribution of energy on Earth and its effects on Earth systems.
VI.1. Describe factors affecting the process of dissolving and evaluate the effects that changes in concentration have on solutions.VI.1.a. Use the terms solute and solvent in describing a solution.
VI.1.b. Sketch a solution at the particle level.
VI.1.c. Describe the relative amount of solute particles in concentrated and dilute solutions and express concentration in terms of molarity and molality.Quiz, Flash Cards, Worksheet, Game The Mole
VI.1.e. Relate the concept of parts per million (PPM) to relevant environmental issues found through research.Quiz, Flash Cards, Worksheet, Game The Mole
VI.1. Describe the transformation of solar energy into heat and chemical energy on Earth and eventually the radiation of energy to space.VI.1.a. Illustrate the distribution of energy coming from the sun that is reflected, changed into heat, or stored by plants.
VI.1.b. Describe the pathways for converting and storing light energy as chemical energy (e.g., light energy converted to chemical energy stored in plants, plants become fossil fuel).
VI.1.c. Investigate the conversion of light energy from the sun into heat energy by various Earth materials.
VI.1.d. Demonstrate how absorbed solar energy eventually leaves the Earth system as heat radiating to space.Quiz, Flash Cards, Worksheet, Game Climate
VI.1.e. Construct a model that demonstrates the reduction of heat loss due to a greenhouse effect.Quiz, Flash Cards, Worksheet, Game Climate
VI.1.f. Research global changes and relate them to Earth systems (e.g., global warming, solar fluctuations).Quiz, Flash Cards, Worksheet, Game Climate
VI.2. Summarize the quantitative and qualitative effects of colligative properties on a solution when a solute is added.VI.2.b. Measure change in boiling and/or freezing point of a solvent when a solute is added.
VI.2.c. Describe how colligative properties affect the behavior of solutions in everyday applications (e.g., road salt, cold packs, antifreeze).
VI.2. Relate energy sources and transformation to the effects on Earth systems.VI.2.a. Describe the difference between climate and weather, and how technology is used to monitor changes in each.
VI.2.b. Describe the effect of solar energy on the determination of climate and weather (e.g., El Nino, solar intensity).Quiz, Flash Cards, Worksheet, Game Climate
VI.2.c. Explain how uneven heating at the equator and polar regions creates atmospheric and oceanic convection currents that move heat energy around Earth.Quiz, Flash Cards, Worksheet, Game Oceans
VI.2.d. Describe the Coriolis effect and its role in global wind and ocean current patterns.
VI.2.e. Relate how weather patterns are the result of interactions among ocean currents, air currents, and topography.Quiz, Flash Cards, Worksheet, Game Oceans
VI.3. Differentiate between acids and bases in terms of hydrogen ion concentration.VI.3.a. Relate hydrogen ion concentration to pH values and to the terms acidic, basic or neutral.
VI.3.d. Research and report on the uses of acids and bases in industry, agriculture, medicine, mining, manufacturing, or construction.