Prentice Hall Science Explorer: 16 Book Series 2009 Correlated to: Maryland Voluntary State Curriculum for Science (Grade 7)

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1 1.0 Skills and Processes Students will demonstrate the thinking and acting inherent in the practice of science. At this level, students need to become more systematic and sophisticated in conducting their investigations, some of which may last for weeks or more. This means closing in on an understanding of what constitutes a good investigation and explicitly discussing how explanation relates to experimental design. Even though the main purpose of student investigations is to help students learn how science works, it is important to back up such experience with selected readings. Scientific explanation of the material world is built on theories and this is a good time to introduce a) an understanding of how theories are constructed and find both historical and modern examples of the theory development process; and b) an appreciation for the explanatory and predictive power of theories. By the end of Grade 8, children will have had multiple experiences applying and practicing all of the listed science skills and processes across the concept areas. Grades 6-8 A. Constructing Knowledge 1. Design, analyze, or carry out simple investigations and formulate appropriate conclusions based on data obtained or provided. a. Explain that scientists differ greatly in what phenomena they study and how they go about their work. SE/TE: 15, 25, 47, 58-59, 87, 96-97, , 125, , , SE/TE: 14-15, 31, 54, 63, 82-83, 90-91, 122, 129, , 154, , SE/TE: 29, 36-37, 54, 66-67, 90, 103, 121, , , , 181, , , 241, , SE/TE: 20, 31, 46-47, 55, 70-71, 82-83, 122, , , SE/TE: 21, 34-35, 54, 66-67, 96-97, , , 147, , SE/TE: 6-12, 13-22, 23, 30-35, 36, 128 1, 1-2, 1-4; Section Summary 1-1, 1-2, 1-4; Review and Reinforce 1-1, 1-2, 1-4; Enrich 1-1, 1-2, 1-4 TECH: Web Code: cgp- 6012; Transparencies P1, P2, P4 1

2 b. Develop the ability to clarify questions and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. c. Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations. SE/TE: , SE/TE: , SE/TE: , SE/TE: , SE/TE: , SE/TE: 5, 14, 23, 26, 35, 56-57, 60, 76, 96, 97, SE/TE: 72, 185 SE/TE: 32, 55, 82, 179 SE/TE: 166, 181, 257 SE/TE: 55, 66, 70, 87, 143, 165 SE/TE: 48, 72, 108, 130, 163 SE/TE: 5, 13, 15, 19, 23 2

3 d. Locate information in reference books, back issues of newspapers, magazines and compact disks, and computer databases. e. Explain that if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one of the variables. SE/TE: 167 TECH: Web Code: scn-0155 SE/TE: 145 TECH: Web Code: scn-0351 SE/TE: 156 TECH: Web Code: ced SE/TE: 15 TECH: Web Code: scn-0712 SE/TE: 77, 122 TECH: Web Code: cgd SE/TE: 24, 26, 35, 37, 59, 99, 113, , 134 TECH: Web Code: cgd- 6011, cgp-6012, cgd-6021, cgh-6020, cgp-6023, cgp-6032, cgh-6030, cgb- 6000; Web Code: scn- 1613, scn-1614, scn-1622, scn-1624, scn-1631, scn-1633 SE/TE: 15, 87, 120, 185 SE/TE: 54, 179 SE/TE: 66-67, , 181, 184, , 257 SE/TE: 37, 83, 165 SE/TE: 72, 96-97, 163 SE/TE: 16, 19, 23, 133 3

4 f. Give examples of when further studies of the question being investigated may be necessary. g. Give reasons for the importance of waiting until an investigation has been repeated many times before accepting the results as correct. SE/TE: 15, 25, 47, 58-59, 87, 96-97, , 125, SE/TE: 14-15, 31, 54, 63, 82-83, 90-91, 122, 129, , 154 SE/TE: 29, 36-37, 54, 66-67, 90, 103, 121, , , , 181, , , 241 SE/TE: 20, 31, 46-47, 55, 70-71, 82-83, 122, SE/TE: 21, 34-35, 54, 66-67, 96-97, , , 147 SE/TE: 19, 23, 147 SE/TE: 185 SE/TE: 179 SE/TE: 257 SE/TE: 165 SE/TE: 163 SE/TE: 5, 13, 15, 19, 23, , 147 4

5 h. Use mathematics to interpret and communicate data. j. Explain why accurate record-keeping, openness, and replication are essential for maintaining an investigator s credibility with other scientists and society. SE/TE: 19, 53, 94, 106, 163, , 191, 195 SE/TE: 29, 60, 88, 125, 158, , 185, 189 SE/TE: 34, 64, 96, 113, 168, 196, 230, , 263, 267 SE/TE: 29, 44, 89, 137, , 171, 175 SE/TE: 26, 52, 91, 131, , 169, 173 SE/TE: 43, 44-55, 56-57, 58-59, 60-67, 68-75, 76, 83, 84, 85, , 2-2, 2-3; Section Summary 2-1, 2-2, 2-3; Review and Reinforce 2-1, 2-2, 2-3; Enrich 2-1, 2-2, 2-3 TECH: Web Code: cgd- 6021, cgp-6023; Web Code: scn-1622; Transparencies P7, P12, P14, P16, P18, P23, P24, P26 SE/TE: 15, 25, 47, 58-59, 87, 96-97, , 125, , , SE/TE: 14-15, 31, 54, 63, 82-83, 90-91, 122, 129, , 154, , SE/TE: 29, 36-37, 54, 66-67, 90, 103, 121, , , , 181, , , 241, , SE/TE: 20, 31, 46-47, 55, 70-71, 82-83, 122, , , SE/TE: 21, 34-35, 54, 66-67, 96-97, , , 147, , SE/TE: 6-7, 18-22, 129, 133 TECH: Web Code: cgd

6 B. Applying Evidence and Reasoning 1. Review data from a simple experiment, summarize the data, and construct a logical argument about the cause-and-effect relationships in the experiment. a. Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence. b. Explain that what people expect to observe often affects what they actually do observe and that scientists know about this danger to objectivity and take steps to try to avoid it when designing investigations and examining data. SE/TE: 15, 25, 47, 58-59, 87, 96-97, , 125, , , SE/TE: 14-15, 31, 54, 63, 82-83, 90-91, 122, 129, , 154, , SE/TE: 29, 36-37, 54, 66-67, 90, 103, 121, , , , 181, , , 241, , SE/TE: 20, 31, 46-47, 55, 70-71, 82-83, 122, , , SE/TE: 21, 34-35, 54, 66-67, 96-97, , , 147, , SE/TE:5, 6-12, 13-22, 23, 30-35, 36, 128, , 1-2, 1-4; Section Summary 1-1, 1-2, 1-4; Review and Reinforce 1-1, 1-2, 1-4; Enrich 1-1, 1-2, 1-4 TECH: Web Code: cgp- 6012; Transparencies P1, P2, P4 SE/TE: 15, 25, 47, 59, 87, 97, 121, 125, 159 SE/TE: 15, 31, 54, 63, 83, 91, 122, 129, 147, 154 SE/TE: 29, 37, 54, 67, 90, 103, 121, 133, 153, 165, 181, 209, 223, 241 SE/TE: 20, 31, 47, 55, 71, 83, 122, 147 SE/TE: 21, 35, 54, 67, 97, 107, 127, 147 SE/TE: 5, 6-7, 13, 19, 35, 128 6

7 c. Explain that even though different explanations are given for the same evidence, it is not always possible to tell which one is correct. d. Describe the reasoning that lead to the interpretation of data and conclusions drawn. e. Question claims based on vague statements or on statements made by people outside their area of expertise. SE/TE: 15, 25, 47, 59, 87, 97, 121, 125, 159 SE/TE: 15, 31, 54, 63, 83, 91, 122, 129, 147, 154 SE/TE: 29, 37, 54, 67, 90, 103, 121, 133, 153, 165, 181, 209, 223, 241 SE/TE: 20, 31, 47, 55, 71, 83, 122, 147 SE/TE: 21, 35, 54, 67, 97, 107, 127, 147 SE/TE: 5, 14-19, 23, 35 SE/TE: ; Section Summary 1-2; Review and Reinforce 1-2; Enrich 1-2 TECH: Web Code: cgp SE/TE: 24-29, ; Section Summary 1-3; Review and Reinforce 1-3; Enrich 1-3 TECH: Web Code: scn-1613; Transparency P3 7

8 C. Communicate Scientific Information 1. Develop explanations that explicitly link data from investigations conducted, selected readings and, when appropriate, contributions from historical discoveries. a. Organize and present data in tables and graphs and identify relationships they reveal. b. Interpret tables and graphs produced by others and describe in words the relationships they show. c. Give examples of how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. SE/TE: , SE/TE: 5, 42-43, 82-83, , SE/TE: 103, , , , , SE/TE: 70-71, SE/TE: 66-67, , , 147, SE/TE: 68-75, 76, 84, 85, ; Section Summary 1-3; Review and Reinforce 2-3; Enrich 2-3 TECH: Web Code: cgp- 6023; Transparency P23 SE/TE: , SE/TE: 5, 42-43, 82-83, , SE/TE: 103, , , , , SE/TE: 70-71, SE/TE: 66-67, , , 147, SE/TE: 9, 23, 56-57, 68, 73, 75, 76, 84, 85, 111 SE/TE: 21-22, 39, 147 8

9 d. Criticize the reasoning in arguments in which Fact and opinion are intermingled Conclusions do not follow logically from the evidence given. Existence of control groups and the relationship to experimental groups is not made obvious. Samples are too small, biased, or not representative. e. Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering f. Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions. SE/TE: 185 SE/TE: 179 SE/TE: 257 SE/TE: 165 SE/TE: 163 SE/TE: 28, 63-65, 128, 133 SE/TE: 47, , SE/TE: 74-75, 90-91, , , SE/TE: 5, 76-77, 121, , , , SE/TE: 5, 31, 65, 82-83, 109, SE/TE: 34-35, 147 SE/TE: 11, 43, 84, 100, 101, 102, 105, 120, 129 SE/TE: 12, 21, 24-29, 35, 37, 40, 57, 58-59, 76, 83, 84, 96, 115, , 129 3; Section Summary 1-3; Review and Reinforce 1-3; Enrich 1-3 TECH: Web Code: scn-1613; Transparency P3 9

10 g. Recognize that important contributions to the advancement of science, mathematics, and technology have been made by different kinds of people, in different cultures, at different times. SE/TE: 54-55, , SE/TE: 8-9, 76, 138 SE/TE: , , 246 SE/TE: 14-15, SE/TE: 76-77, , SE/TE: XP-P3, 6-9, 30-34, , ; Section Summary 1-4; Review and Reinforce 1-4; Enrich 1-4 TECH: Web Code: cgb- 6000; Transparency P4 D. Technology Design and Systems: Design Constraints: An idea to be developed in the middle grades is that complex systems require control mechanisms. The common thermostat for controlling room temperature is known to most students and can serve as a model for all control mechanisms. However, students should explore how controls work in various kinds of systems-machines, athletic contests, politics, the human body, learning, etc. At some point, students should try to invent control mechanisms, which need not be mechanical or electrical, that they can actually put into operation. 1. Explain that complex systems require control mechanisms. a. Explain that the choice of materials for a job depends on their properties and on how they interact with other materials. SE/TE: 103, 129, 168 SE/TE: 14, 54 SE/TE: 5, 36, 181 SE/TE: 65 SE/TE: 5, 126 SE/TE: 87, , , 120, 123, TR: Guided Reading and Study Worksheet 3-2; Section Summary 3-2; Review and Reinforce 3-2; Enrich 3-2 TECH: Web Code: cgp- 6032; Transparency P35 10

11 b. Demonstrate that all control systems have inputs, outputs, and feedback. c. Realize that design usually requires taking constraints into account. (Some constraints, such as gravity or the properties of the materials to be used, are unavoidable. Other constraints, including economic, political, social, ethical, and aesthetic ones also limit choices.) d. Identify reasons that systems fail they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were poorly designed to begin with. SE/TE: SE/TE: SE/TE: SE/TE: SE/TE: SE/TE: 94-95, 96, 119, 120 TECH: Transparency P34 SE/TE: 103, 129, 168 SE/TE: 14, 54 SE/TE: 5, 36, 181 SE/TE: 65 SE/TE: 5, 126 SE/TE: 97, , , , 120 TR: Guided Reading and Study Worksheet 3-3; Section Summary 3-3; Review and Reinforce 3-3; Enrich 3-3 TECH: Web Code: scn-1633; Transparency P37 SE/TE: 103, 129, 168 SE/TE: 14, 54 SE/TE: 5, 36, 181 SE/TE: 65 SE/TE: 5, 126 SE/TE: 87, 97, , 107,

12 Designed Systems: Systems thinking can now be made explicit--suggesting analysis of parts, subsystems, interactions, and matching. Student projects should now entail analyzing, designing, assembling, and troubleshooting systems--mechanical, electrical, and biological-- with easily discernable components. The idea of system should be expanded to include connections among systems. For example, a can opener and a can may each be thought of as a system, but they both-- together with the person using them--form a larger system without which neither can be put to its intended use. 1. Analyze, design, assemble and troubleshoot complex systems. a. Provide evidence that a system can include processes as well as things. b. Explain that thinking about things as systems means looking for how every part relates to others. (The output from one part of a system (which can include material, energy, or information) can become the input to other parts. Such feedback can serve to control what goes on in the system as a whole.) SE/TE: 103, 129, 168 SE/TE: 14, 54 SE/TE: 5, 36, 181 SE/TE: 65 SE/TE: 5, 126 SE/TE: 94-95, 96, 119, 120 TECH: Web Code: scn-1631; Transparency P34 SE/TE: SE/TE: SE/TE: SE/TE: SE/TE: SE/TE: 94-95, 96, 119, 120 TECH: Web Code: scn-1631; Transparency P34 12

13 c. Analyze any system to determine its connection, both internally and externally to other systems and explain that a system may be thought of as containing subsystems and as being a subsystem of a larger system. SE/TE: 103, 129, 168 SE/TE: 14, 54 SE/TE: 5, 36, 181 SE/TE: 65 SE/TE: 5, 126 SE/TE: 94-95, 96, 119, 120 TECH: Web Code: scn-1631; Transparency P34 Making Models: Models and their use can now be dealt with much more explicitly than before because students have a greater general knowledge of mathematics, literature, art, and the objects and processes around them. Students should have many opportunities to learn how conceptual models can be used to suggest interesting questions, such as "What would the atmosphere be like if its molecules were to act like tiny, high-speed marshmallows instead of tiny, high-speed steel balls?" The use of physical models also can increase in sophistication. Students should discover that physical models on a reduced scale may be inadequate because of scaling effects. 1. Analyze the value and the limitations of different types of models in explaining real things and processes. a. Explain that the kind of model to use and how complex it should be depends on its purpose and that it is possible to have different models used to represent the same thing. SE/TE: 47, 103, , 181 SE/TE: , 154, 175 SE/TE: , , 253 SE/TE: 82-83, , 161 SE/TE: 34-35, 147, 159 SE/TE: 11, 43, 84, 100, 101, 102, 105, 120,

14 b. Explain, using examples, that models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or that are too vast to be changed deliberately, or that are potentially dangerous. c. Explain that models may sometimes mislead by suggesting characteristics that are not really shared with what is being modeled. SE/TE: 47, 103, , 181 SE/TE: , 154, 175 SE/TE: , , 253 SE/TE: 82-83, , 161 SE/TE: 34-35, 147, 159 SE/TE: 11, 43, 84, 100, 101, 102, 105, 120, 129 SE/TE: 47, 103, , 181 SE/TE: , 154, 175 SE/TE: , , 253 SE/TE: 82-83, , 161 SE/TE: 34-35, 147, 159 SE/TE: 11, 43, 84, Life Science The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. A. Diversity of Life 1. Compile evidence to verify the claim of biologists that the features of organisms connect or differentiate them these include external and internal structures (features) and processes. a. Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms, including: Vascular non-vascular plants, Closed open circulatory systems, Asexual sexual reproduction, Respiration (lungsgills-skin), Digestion SE/TE: 16-24, 25 2; Section Summary 1-2; Review and Reinforce 1-2; Enrich 1-2 TECH: Transparencies A4-A6; Web Code: ced

15 b. Identify general distinctions among organisms that support classifying some things as plants, some as animals, and some that do not fit neatly into either group. Animals consume food Plants make food c. Use analogies, models, or drawings to represent that animals and plants have a great variety of body plans and internal structures that define the way they live, grow, survive, and reproduce. SE/TE: ; Section Summary 1-3; Review and Reinforce 1-3; Enrich 1-3 TECH: Transparency A7; Web Code: scn-0113 SE/TE: 25, , 125 TR: Guided Reading and Study Worksheet 4-1; Section Summary 4-1; Review and Reinforce 4-1; Enrich 4-1 TECH: Transparencies A27, A28; Web Code: scn-0113 see also Grade 6 book: Animals (Book B) SE/TE: 4-37, 38-77, , B. Cells 1. Gather and organize data to defend or argue the proposition that all living things are cellular (composed of cells) and that cells carry out the basic life functions. a. Use microscopes or other magnifying instruments to observe, describe, and compare the cellular composition of different body tissues and organs in a variety of organisms (animals and plants). SE/TE: 104, 125, 128, 138, 146, 151, SE/TE: 6-13, 14-15, , 1-2; Section Summary 1-1, 1-2; Review and Reinforce 1-1, 1-2; Enrich 1-1, 1-2 TECH: Transparencies C1-C5; Web Code: scn-0311; Web Code: cep SE/TE: 30, 91, , 224 see also Grade 6 book: Animals (Book B) SE/TE: 15, 19, 60-61,

16 b. Based on data from readings and designed investigations, cite evidence to illustrate that the life functions of multicellular organisms (plant and animal) are carried out within complex systems of different tissues, organs and cells. Extracting energy from food Getting rid of wastes Making new materials c. Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs. d. Collect data from investigations using single celled organisms, such as yeast or algae, to explain that a single cell carries out all the basic life functions of a multicellular organism. Reproducing Extracting energy from food Getting rid of wastes e. Based on data compiled from a number of lessons completed, take and defend a position on the statement The way in which cells function is the same in all organisms. SE/TE: 104, 125, 128, 138, 146, 151, SE/TE: 6-13, , 1-2; Section Summary 1-1, 1-2; Review and Reinforce 1-1, 1-2; Enrich 1-1, 1-2 TECH: Transparencies C1-C5; Web Code: scn-0311; Web Code: cep SE/TE: 30, 91, , 224 see also Grade 6 book: Animals (Book B) SE/TE: 15, 19, 60-61, 118 SE/TE: ; Section Summary 2-3; Review and Reinforce 2-3; Enrich 2-3 TECH: Transparencies C18-C21 ; Web Code: cep SE/TE: 79-81, 83, 84-86, 87, 90, 92, SE/TE: ; Section Summary 1-4; Review and Reinforce 1-4; Enrich 1-4 TECH: Transparencies C8-C10 ; Web Code: ced SE/TE: 79-81, 83, 84-86, 87, 90, 92, 96-97, 104, 125, 128, 138, 146, 151, SE/TE: 6-13, 16-24, 32-37, SE/TE: 30, 91, , 224 see also Grade 6 book: Animals (Book B) SE/TE: 15, 19, 60-61,

17 2. Recognize and provide examples that human beings, like other organisms, have complex body systems of cells, tissues and organs that interact to support an organism s growth and survival. a. Describe and explain that the complex set of systems found in multicellular organisms are made up of different kinds of tissues and organs which are themselves composed of differentiated cells. SE/TE: 7, 105, 108, 127 SE/TE: 23 SE/TE: ; Section Summary 1-1; Review and Reinforce 1-1; Enrich 1-1 TECH: Transparencies D1; Web Code: scn-0411 b. Select several body systems and explain the role of cells, tissues and organs in the systems selected that effectively carry out a vital function for the organism, such as Obtaining food and providing energy (digestive, circulatory, respiratory) Defense (nervous, endocrine, circulatory, muscular, skeletal, immune) Reproduction (reproductive, endocrine, circulatory) SE/TE: 60-65, 66-67, 68-71, 78-84, , 121 3, 2-4, 3-1, 4-1; Section Summary 2-3, 2-4, 3-1, 4-1; Review and Reinforce 2-3, 2-4, 3-1, 4-1; Enrich 2-3, 2-4, 3-1, 4-1 TECH: Transparencies D16-D19, D21-D24, D31-D35; Web Code: scn-0423; Web Code: ced-4024, cep-4031, cep-4041 SE/TE: , , TR: Guided Reading and Study Worksheet 5-2, 5-3; Section Summary 5-2, 5-3; Review and Reinforce 5-2, 5-3; Enrich 5-2, 5-3 TECH: Transparencies D42-D44; Web Code: x; Web Code: cep- 4052, ced-4053 SE/TE: TR: Guided Reading and Study Worksheet 7-2; Section Summary 7-2; Review and Reinforce 7-2; Enrich 7-2 TECH: Transparencies D62-D65; Web Code: scn

18 Coordination of body functions (excretory, respiratory, circulatory) c. Develop a response that explains the meaning of the statement, The specialization of cells serves the operation of the organs, and the organs serve the needs of the cells. d. Investigate ways in which the various organs and tissues function to serve the needs of cells for food, air, and waste removal. SE/TE: , 181, , , TR: Guided Reading and Study Worksheet 6-1, 6-2, 7-1; Section Summary 6-1, 6-2, 7-1; Review and Reinforce 6-1, 6-2, 7-1; Enrich 6-1, 6-2, 7-1 TECH: Transparencies D48-D53, D59-D61; Web Code: ced-4061, cep-4062 SE/TE: ; Section Summary 1-1; Review and Reinforce 1-1; Enrich 1-1 TECH: Transparencies D1; Web Code: scn-0411 SE/TE: 60-65, 66-67, 68-71, 78-84, , 121, , , 2-4, 3-1, 4-1, 4-3; Section Summary 2-3, 2-4, 3-1, 4-1, 4-3; Review and Reinforce 2-3, 2-4, 3-1, 4-1, 4-3; Enrich 2-3, 2-4, 3-1, 4-1, 4-3 TECH: Transparencies D16-D19, D21-D24, D31-D35, D37-D39; Web Code: scn-0423, scn-0443; Web Code: ced- 4024, cep-4031, cep-4041 C. Genetics 1. Explain the ways that genetic information is passed from parent to offspring in different organisms. a. Investigate and explain that in some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent. SE/TE: 52-53, 90-91, 107, , 3-3, 4-1; Section Summary 2-2, 3-3, 4-1; Review and Reinforce 2-2, 3-3, 4-1; Enrich 2-2, 3-3, 4-1 TECH: Transparencies A15, A25, A35; Web Code: scn-0133; Web Code: ced

19 b. Investigate and explain that in sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm) and the fertilized egg now has genetic information from each parent, that multiplies to form the complete organism composed of about a trillion cells, each of which contains the same genetic information. c. Investigate organisms that reproduce asexually to identify what traits they receive from the parent. d. Use information about how the transfer of traits from parent or parents to offspring occurs, to explain how selective breeding for particular traits has resulted in new varieties of cultivated plants and domestic animals. e. Identify evidence to support the idea that there is greater variation among offspring of organisms that reproduce sexually than among those that reproduce asexually. SE/TE: TR: Guided Reading and Study Worksheet 3-3; Section Summary 3-3; Review and Reinforce 3-3; Enrich 3-3 TECH: Transparencies C27-C28; Web Code: scn-0333 SE/TE: TR: Guided Reading and Study Worksheet 7-2; Section Summary 7-2; Review and Reinforce 7-2; Enrich 7-2 TECH: Transparencies D62-D65; Web Code: scn-4072 SE/TE: 52-53, , 3-3; Section Summary 2-2, 3-3; Review and Reinforce 2-2, 3-3; Enrich 2-2, 3-3 TECH: Transparencies A15, A25; Web Code: scn-0133; Web Code: ced SE/TE: TR: Guided Reading and Study Worksheet 4-3; Section Summary 4-3; Review and Reinforce 4-3; Enrich 4-3 TECH: Transparencies C37-C38; Web Code: scn-0343 SE/TE: 139, 141, , TR: Guided Reading and Study Worksheet 5-1; Section Summary 5-1; Review and Reinforce 5-1; Enrich 5-1 TECH: Transparencies C40; Web Code: scn

20 E. Flow of Matter and Energy 1. Explain that the transfer and transformation of matter and energy links organisms to one another and to their physical setting. a. Cite evidence from research and observations that food provides molecules that serve as fuel and building materials for all organisms. b. Cite evidence from research and observations that organisms that eat plants or animals break down what they have consumed (food) to produce the materials and energy they need to survive or store for later use. SE/TE: 12-13, 15 1; Section Summary 1-1; Review and Reinforce 1-1; Enrich 1-1 TECH: Transparencies A1-A3 ; Web Code: cep SE/TE: ; Section Summary 2-1; Review and Reinforce 2-1; Enrich 2-1 TECH: Transparency D12; Web Code: scn-0421 SE/TE: 12, 50-51, TR: Guided Reading and Study Worksheet x; Section Summary x; Review and Reinforce x; Enrich 1-1, 2-2, 3-3 TECH: Transparencies x; Web Code: x; Web Code: x SE/TE: 60-65, 66-67, , 2-4; Section Summary 2-3, 2-4; Review and Reinforce 2-3, 2-4; Enrich 2-3, 2-4 TECH: Transparencies D16-D19; Web Code: scn-0423; Web Code: ced see also Grade 6 book: Animals (Book B) SE/TE: 8, 17, 20, 42, 43, 44, 51, 57, 62-65, 90, 97, , 104, 120,

21 c. Investigate and describe the processes that enable plants to use the energy from light to make sugars (food) from carbon dioxide and water. d. Provide evidence from research to explain how plants can use the food they make immediately for fuel or stored for later use. e. Ask and seek answers to questions about the fact that transfer of matter between organisms continues indefinitely because organisms are decomposed after death to return food materials to the environment. SE/TE: , TR: Guided Reading and Study Worksheet 4-2; Section Summary 4-2; Review and Reinforce 4-2; Enrich 4-2 TECH: Transparencies A29-A31; Web Code: cep SE/TE: ; Section Summary 2-1; Review and Reinforce 2-1; Enrich 2-1 TECH: Transparencies C12-C14 ; Web Code: ced SE/TE: , TR: Guided Reading and Study Worksheet 4-1, 5-4; Section Summary 4-1, 5-4; Review and Reinforce 4-1, 5-4; Enrich 4-1, 5-4 TECH: Transparencies A27-A28, A48-A49; Web Code: scn-0154 ; Web Code: cep SE/TE: 44-48, 49-53, 54 Guided Reading and Study Worksheet 2-1, 2-2; Section Summary 2-1, 2-2; Review and Reinforce 2-1, 2-2; Enrich 2-1, 2-2 TECH: Transparencies C12-C17 ; Web Code: scn-0322; Web Code: ced see also Grade 6 book: Environmental Science (Book E) SE/TE: 42-43,

22 f. Provide evidence that supports the premise In the flow of matter system the total amount of matter remains constant even though its form and location change. Carbon cycle Nitrogen cycle Food chains and food webs SE/TE: 44-48, 49-53, 54 Guided Reading and Study Worksheet 2-1, 2-2; Section Summary 2-1, 2-2; Review and Reinforce 2-1, 2-2; Enrich 2-1, 2-2 TECH: Transparencies C12-C17 ; Web Code: scn-0322; Web Code: ced see also Grade 6 book: Environmental Science (Book E) SE/TE: see also Grade 8 book: Earth s Waters (Book H) SE/TE: Chemistry - Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. A. Structure of Matter 1. Cite evidence to support the fact that all matter is made up of atoms, which are far too small to see directly through a microscope. a. Provide evidence from investigations and research to demonstrate that groups of elements have similar properties. Highly reactive metals, such as magnesium and sodium Less-reactive metals, such as gold and silver Highly reactive non-metals, such as chlorine, fluorine, and oxygen Almost non-reactive gases, such as helium and neon b. Provide examples to illustrate that elements are substances that do not breakdown during normal investigations involving heating, exposure to electric current or reactions with acids. SE/TE: 88-95, TR: Guided Reading and Study Worksheet 3-3, 3-4; Section Summary 3-3, 3-4; Review and Reinforce 3-3, 3-4; Enrich 3-3, 3-4 TECH: Transparencies K26-K28; Web Code: scn-1133, scn-1134 SE/TE: ; Section Summary 1-1; Review and Reinforce 1-1; Enrich 1-1 TECH: Transparencies K1; Web Code: scn

23 c. Cite evidence to explain that all living and non-living things can be broken down to a set of known elements. d. Ask and seek answers to questions about how molecules and elements are produced. SE/TE: 10-11, , 3-5; Section Summary 1-1, 3-5; Review and Reinforce 1-1, 3-5; Enrich 1-1, 3-5 TECH: Transparencies K1, K29-K30; Web Code: scn-1111, scn-1135 see also Grade 8 book: Chemical Interactions (Book Ls) SE/TE: , SE/TE: , , , TR: Guided Reading and Study Worksheet 4-1, 4-2, 4-3, 4-4; Section Summary 4-1, 4-2, 4-3, 4-4; Review and Reinforce 4-1, 4-2, 4-3, 4-4; Enrich 4-1, 4-2, 4-3, 4-4 TECH: Transparencies K32-K35; Web Code: scn-1142, scn-1143; Web Code: cgd-1041, cgp-1044 see also Grade 8 book: Chemical Interactions (Book Ls) SE/TE: Environmental Science - Students will use scientific skills and processes to explain the interactions of environmental factors (living and nonliving) and analyze their impact from a local to a global perspective. A. Natural Resources and Human Needs 1. Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality. a. Based on data identify and describe the positive and negative impacts of an increasing human population on the use of natural resources SE/TE: ; Section Summary 2-3; Review and Reinforce 2-3; Enrich 2-3 TECH: Transparencies G17; Web Code: scn-0723 see also Grade 6 book: Environmental Science (Book E) SE/TE: , , see also Grade 8 book: Earth s Waters (Book H) SE/TE:

24 b. Recognize and describe the decreasing dependence on local resources due to the impact of available transportation. SE/TE: 109, 112 TR: Guided Reading and Study Worksheet 3-3; Section Summary 3-3; Review and Reinforce 3-3; Enrich 3-3 TECH: Transparencies P37; Web Code: scn-1633; Web Code: cgh see also Grade 6 book: Environmental Science (Book E) SE/TE:

25 B. Environmental Issues 1. Recognize and describe that environmental changes can have local, regional, and global consequences. a. Identify and describe a local, regional, or global environmental issue. SE/TE: 56-57, 60-65, 66-67, , 2-3; Section Summary 2-2, 2-3; Review and Reinforce 2-2, 2-3; Enrich 2-2, 2-3 TECH: Transparencies A15, A16; Web Code: scn-0123 ; Web Code: ced- 1022, ceh-1020 SE/TE: 28-29, 146 TR: Guided Reading and Study Worksheet 4-4; Section Summary 4-4; Review and Reinforce 4-4; Enrich 4-4 TECH: Transparency K38 Web Code: cgh- 1010, cgp-1044 SE/TE: ; Section Summary 2-3; Review and Reinforce 2-3; Enrich 2-3 TECH: Transparencies G17; Web Code: scn-0723 SE/TE: 111 TR: Guided Reading and Study Worksheet 3-3; Section Summary 3-3; Review and Reinforce 3-3; Enrich 3-3 TECH: Transparencies P37; Web Code: scn-1633; Web Code: cgh see also Grade 6 book: Environmental Science (Book E) SE/TE: , , see also Grade 8 book: Earth s Waters (Book H) SE/TE:

26 b. Identify and describe that different individuals or groups are affected by an issue in different ways. SE/TE: 57, 65, , 2-3; Section Summary 2-2, 2-3; Review and Reinforce 2-2, 2-3; Enrich 2-2, 2-3 TECH: Transparencies A15, A16; Web Code: scn-0123 ; Web Code: ced- 1022, ceh-1020 SE/TE: ; Section Summary 2-3; Review and Reinforce 2-3; Enrich 2-3 TECH: Transparencies G17; Web Code: scn-0723 see also Grade 6 book: Environmental Science (Book E) SE/TE: , , see also Grade 8 book: Earth s Waters (Book H) SE/TE:

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