Prentice Hall Science Explorer - Georgia Life Science 2009
|
|
- Daniela Gallagher
- 7 years ago
- Views:
Transcription
1 Prentice Hall Science Explorer Grade 7 C O R R E L A T E D T O Georgia Performance s for Science Grade 7
2 FORMAT FOR CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: Science State-Funded Course: Science/Grade 7 (Life Science) Textbook Title(s): Prentice Hall Science Explorer ; Publisher: Pearson Education S7CS1. Co-Requisite Characteristics of Science Habits of Mind Students will explore of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of and keep honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable, even if they turn out not to be completely accurate. SE/TE: 4-13, 14-19; At Home Activity: 13, 19; Build Science Vocabulary: 5a; Chapter Project: 4; Discover Activity: 4, 14; Key Terms: 4, 14; Math Analyzing Data: 9; Science Activity: 21; Target Reading Skills: 4, 14 TECH: Active Art: cgp-6012; PHSchool.com: cgj-0001, cha-1010; SciLinks: scn-1631, scn- 6011; Discovery Channel School Video Preview: 17 SE/TE: 4-13, 14-19, ; At Home Activity: 13, 19; Build Science Vocabulary: 5a; Chapter Project: 4; Discover Activity: 4, 14; Key Terms: 4, 14; Math Analyzing Data: 9; Preparing for the CRCT: 71; Science Activity: 21; Target Reading Skills: 4, 14; Skills Handbook: Conducting a Scientific Investigation: TECH: Active Art: cgp-6012; PHSchool.com: cgj-0001, cha-1010; SciLinks: scn-1631, scn- 6011; Discovery Channel School Video Preview: 17 Page _1_ of _14_
3 S7CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. SE/TE: 23-26, ; Discover Activity: 23; Key Terms: 23; Preparing for the CRCT: 71, 107; Skills Handbook: Safety Symbols: ; Target Reading Skills: 23; Writing in Science: 26 TECH: SciLinks.com: scn-1624 SE/TE: 23-26, , ; Discover Activity: 23; Key Terms: 23; Preparing for the CRCT: 107, 403; Skills Handbook: Safety Symbols: ; Skills Handbook: Use Microscope: ; Target Reading Skills: 23; Writing in Science: 26 TECH: SciLinks.com: scn-1624 SE/TE: 23-26, ; Discover Activity: 23; Key Terms: 23; Preparing for the CRCT: 31; Skills Activity: 21; Skills Handbook: Safety Symbols: ; Target Reading Skills: 23; Writing in Science: 22, 26 TECH: SciLinks.com: scn-1624, scn-1631 S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. SE/TE: Math Analyzing Data: 9, 39, 100, 122, 159, 192, 221, 253, 318, 341, 393, 425, 490, 520, 535, 584, 616, 650, 695, 736; Math Skills: 81, 119, 280, 305, 351, 477, 511, 540, 684 b. Use the mean, median, and mode to analyze a set of scientific data. SE/TE: Math Analyzing Data: 9, 39, 100, 122, 159, 192, 221, 253, 318, 341, 393, 425, 490, 520, 535, 584, 616, 650, 695, 736; Math Skills: 81, 119, 280, 305, 351, 477, 511, 540, 684; Preparing for the CRCT: 664 Page _2_ of _14_
4 c. Apply the metric system to a scientific investigation that includes metric to metric conversion. (i.e. centimeters to meters) SE/TE: Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 31 d. Draw conclusions based on analyzed data. SE/TE: Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 469, 602, 559, 707 e. Decide what degree of precision is adequate, and round off appropriately. f. Address the relationship between accuracy and precision and the importance of each. SE/TE: 27, 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 464, 492, 514, 527, 543, 554, 574, 586, 601, 661, 680, 689, 726, 740, 754, , ; Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Make Measurements: ; Math Review: ; Preparing for the CRCT: 31, 707 SE/TE: : 27, 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 464, 492, 514, 527, 543, 554, 574, 586, 601, 661, 680, 689, 726, 740, 754; Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 31, 707; Skills Handbook: Accuracy and Precision: 754 S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. SE/TE: 755; Skills Handbook: Technology Design Skills: 755 Page _3_ of _14_
5 b. Use appropriate tools for measuring objects and/or substances. c. Learn and use on a regular basis standard safety practices for scientific investigations. SE/TE: 52-59; Discover Activity: 52; Key Terms: 52; Preparing for the CRCT: 71, 593; Science Activity: 57; Target Reading Skills: 52; Tech and Design in History: 54-55; Writing in Science: 55, 59 TECH: SciLinks.com: scn-0311 SE/TE: 23-26, ; Discover Activity: 23; Key Terms: 23; Preparing for the CRCT: 31; Skills Activity: 21; Skills Handbook: Safety Symbols; ; Target Reading Skills: 23; Writing in Science: 22, 26 TECH: SciLinks.com: scn-1624, scn-1631 S7CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as predator/prey relationships in a community/ecosystem. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. SE/TE: , , , ; At Home Activity: 699, 703; Discover Activity: 675, 682, 692, 700; Key Terms: 675, 682, 692, 700; Math Analyzing Data: 695; Math Practice: 688; Math Skills: 684; Preparing for the CRCT: 707; Skills Activity: 683, 698; Science and Society: ; Skills Lab: 680, 689; Target Reading Skills: 675, 682, 692, 700; Try This Activity: 687; Writing in Science: 705 TECH: Active Art: cep-5012; PHSchool.com: ceh-5010, ced-5013, cea-5010; SciLinks.com: scn-0514; Discovery Channel School Video Field Trip: 696 SE/TE: 5, 11-13, 17, 27, 33, 36, 47, 64, 73, 88, 98, 103, 109, 116, 124, 134, 143, 153, 156, 163, 171, 180, 188, 191, 209, 212, 216, 228, 242, 249, 251, 261, 277, 282, 293, 304, 306, 321, 327, 334, 348, 359, 367, 372, 381, 384, 405, 408, 414, 429, 437, 446, 457, 471, 482, 492, 503, 506, 514, 527, 533, 541, 543, 554, 561, 571, 574, 586, 595, 603, 628, 635, 641, 661, 673, 680, 685, 689, 709, 717, 723, 726, 729, 740; Chapter Project: 5, 33, 73, 109, 143, 171, 209, 249, 293, 327, 367, 405, 437, 471, 503, 533, 561, 595, 635, 673, 709; Consumer Lab: 628; Design Your Own Lab: 27; Skills Lab: 47, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 306, 321, 334, 348, 372, 381, 414, 429, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740 TECH: Active Art: 17, 36, 64, 88, 98, 134, 153, 191, 212, 228, 251, 277, 304, 359, 384, 408, 446, 482, 506, 541, 571, 603, 641, 685, 717, 723, 729 Page _4_ of _14_
6 S7CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating a piece of equipment, or following a procedure. b. Write for scientific purposes incorporating data from circle, bar and line graphs, two-way data tables, diagrams, and symbols. c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they reveal. SE/TE: Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 31 SE/TE: 47, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 306, 321, 334, 348, 372, 381, 414, 429, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726,, 740, ; Consumer Lab: 628; Design Your Own Lab: 27; Skills Handbook: Creating Data Tables and Graphs: ; Skills Lab: 47, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 306, 321, 334, 348, 372, 381, 414, 429, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740 SE/TE: 27, 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 464, 492, 514, 527, 543, 554, 574, 586, 601, 661, 680, 689, 726, 740; Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 31 S7CS7. Students will question scientific claims and arguments effectively. a. Question claims based on vague attributions (such as Leading doctors say... ) or on statements made by people outside the area of their particular expertise. SE/TE: 4-13, 14-19; At Home Activity: 13, 19; Build Science Vocabulary: 5a; Chapter Project: 4; Discover Activity: 4, 14; Key Terms: 4, 14; Math Analyzing Data: 9; Science Activity: 21; Target Reading Skills: 4, 14 TECH: Active Art: cgp-6012; PHSchool.com: cgj-0001, cha-1010; SciLinks: scn-1631, scn- 6011; Discovery Channel School Video Preview: 17 Page _5_ of _14_
7 b. Identify the flaws of reasoning that are based on poorly designed research (i.e., facts intermingled with opinion, conclusions based on insufficient evidence). c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control. Skills Handbook: Think Like a Scientist , d. Recognize that there may be more than one way to interpret a given set of findings. SE/TE: 4-13, 14-19; At Home Activity: 13, 19; Build Science Vocabulary: 5a; Chapter Project: 4; Discover Activity: 4, 14; Key Terms: 4, 14; Math Analyzing Data: 9; Science Activity: 21; Target Reading Skills: 4, 14 TECH: Active Art: cgp-6012; PHSchool.com: cgj-0001, cha-1010; SciLinks: scn-1631, scn- 6011; Discovery Channel School Video Preview: 17 SE/TE: 27, 464, 601; Design Your Own Lab: 27, 464, 601 SE/TE: 14-19, 27, 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 464, 492, 514, 527, 543, 554, 574, 586, 601, 661, 680, 689, 726, 740; At Home Activity: 19; Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740 Discover Activity: 14; Key Terms: 14; Target Reading Skills: 14 TECH: PHSchool.com: cgj-0001, cha-1010; SciLinks: scn-1631, scn-6011; Discovery Channel School Video Preview: 17; Lab Zone CD The Nature of Science S7CS8. Students will investigate the characteristics of scientific knowledge and how that knowledge is achieved. Students will apply the following to scientific concepts: a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. SE/TE: 34-37, 754; At Home Activity: 40; Build Science Vocabulary: 34Discover Activity; 34; Key Terms: 34; Math Analyzing Data: 39; Skills Handbook Accuracy and Precision: 754; Target Reading Skills: 34 TECH: Active Art: cep-1011; Lab Zone CD Page _6_ of _14_
8 b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change. SE/TE: 34-37, 754; At Home Activity: 40; Build Science Vocabulary: 34Discover Activity; 34; Key Terms: 34; Math Analyzing Data: 39; Skills Handbook Accuracy and Precision: 754; Target Reading Skills: 34 TECH: Active Art: cep-1011; Lab Zone CD SE/TE: , ; Applying Skills: 200; At Home Activity: 197; Discover Activity: 182, 189; Key Terms: 182, 189; Math Analyzing Data: 192; Skills Activity: 184; Skills Lab: 188; Target Reading Skills: 182, 189; Try This Activity: 190; Writing in Science: 187, 199 TECH: Active Art: cep-3053; PHSchool.com: cea-3050; SciLinks.com: scn-0352; Lab Zone CD S7CS9. Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing competing theories. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. SE/TE: 27, 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 464, 492, 514, 527, 543, 554, 574, 586, 601, 661, 680, 689, 726, 740; Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 31 SE/TE: 27, 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 464, 492, 514, 527, 543, 554, 574, 586, 601, 661, 680, 689, 726, 740; Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 31 Page _7_ of _14_
9 c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions. e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator s credibility with other scientists and society. f. Scientists use technology and mathematics to enhance the process of scientific inquiry. g. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research. SE/TE: 27, 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 464, 492, 514, 527, 543, 554, 574, 586, 601, 661, 680, 689, 726, 740; Design Your Own Lab: 27, 464, 601; Skills Lab: 41, 103, 116, 124, 156, 163, 180, 188, 216, 242, 261, 282, 321, 334, 348, 372, 381, 414, 457, 492, 514, 527, 543, 554, 574, 586, 661, 680, 689, 726, 740; Preparing for the CRCT: 31 SE/TE: , , ; Consumer Lab: ; Skills Lab: , TECH: PHSchool.com: ced-1033, ced-2043, ced-4032 SE/TE: , , ; Consumer Lab: ; Skills Lab: , TECH: PHSchool.com: ced-1033, ced-2043, ced-4032 SE/TE: Math Analyzing Data: 9, 39, 100, 122, 159, 192, 221, 253, 318, 341, 393, 425, 490, 520, 535, 584, 616, 650, 695, 736; Math Skills: 81, 119, 280, 305, 351, 477, 511, 540, 684 SE/TE: 4-13, 321, 334, , 381, 514, 554, ; At Home Activity: 13; Build Science Vocabulary: 5a; Chapter Project: 4; Discover Activity: 4; Key Terms: 4; Math Analyzing Data: 9; Skill Lab: 321, 334, , 381, 514, 554; Target Reading Skills: 4 TECH: PHSchool.com: cgj-0001, cha-1010; Discovery Channel School Video Preview: 17 Page _8_ of _14_
10 S7CS10. Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas Read both informational and fictional texts in a variety of genres and modes of discourse Read technical texts related to various subject areas b. Discussing books Discuss messages and themes from books in all subject areas. Respond to a variety of texts in multiple modes of discourse. Relate messages and themes from one subject area to messages and themes in another area. Evaluate the merit of texts in every subject discipline. Examine author s purpose in writing. Recognize the features of disciplinary texts. c. Building vocabulary knowledge Demonstrate an understanding of contextual vocabulary in various subjects. Use content vocabulary in writing and speaking. Explore understanding of new words found in subject area texts. SE/TE: 54-55, , 222, 223, 312,313, , , , , , , , ; Science and History: , , ; Science and Society: , , , ; Tech and Design in History: 54-55, , ; Technology and Society: , ; Writing in Science: 55, 223, 353, 397, 525, 579 TECH: PHSchool.com: ceh-3040, ceh-2010, ceh-2020, ceh-1020, ceh-4060, ceh-5010 SE/TE: 54-55, , 222, 223, 312,313, , , , , , , , ; Science and History: , , ; Science and Society: , , , ; Tech and Design in History: 54-55, , ; Technology and Society: , ; Writing in Science: 55, 223, 353, 397, 525, 579 TECH: PHSchool.com: ceh-3040, ceh-2010, ceh-2020, ceh-1020, ceh-4060, ceh-5010 SE/TE: 34a, 73-74a, 110a, 144a, 172a, 210a, 251a, 294a, 329a, 368a, 406a, 438a, 472a, 504a, 534a, 562a, 596a, 635a, 674a, 710a; Building Science Vocabulary: 34a, 73-74a, 110a, 144a, 172a, 210a, 251a, 294a, 329a, 368a, 406a, 438a, 472a, 504a, 534a, 562a, 596a, 635a, 674a, 710a; Career Path: 1-3; Writing in Science: 3 TECH: PHSchool.com: cqj ; ceb-4000 Page _9_ of _14_
11 d. Establishing context Explore life experiences related to subject area content. Discuss in both writing and speaking how certain words are subject area related. Determine strategies for finding content and contextual meaning for unknown words. SE/TE: Building Science Vocabulary: 34a, 73-74a, 110a, 144a, 172a, 210a, 251a, 294a, 329a, 368a, 406a, 438a, 472a, 504a, 534a, 562a, 596a, 635a, 674a, 710a; Career Path: 1-3; Writing in Science: 3 TECH: PHSchool.com: cqj ; ceb-4000 Co-Requisite Content S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically. a. Demonstrate the process for the development of a dichotomous key. b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals). SE/TE: 42-49; At Home Activity; 49; Discover Activity: 42; Key Terms: 42; Preparing for the CRCT: 71; Target Reading Skills: 42; Skills Activity: 47; Skills Lab: TECH: SciLinks: scn-0113; Lab Zone CD SE/TE: 42-49; At Home Activity; 49; Discover Activity: 42; Key Terms: 42; Preparing for the CRCT: 71; Target Reading Skills: 42; Skills Activity: 47; Skills Lab: TECH: SciLinks: scn-0113; Lab Zone CD S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. a. Explain that cells take in nutrients in order to grow and divide and to make needed materials. SE/TE: 60-70, 74-78, 80-85, ; Applying Skills: 70; At Home Activity: 78; Consumer Lab: 79; Discover Activity: 60, 74, 80, 95; Key Terms: 60, 74, 80, 95; Math Analyzing Data: 100; Math Practice: 85; Math Skills: 81; Preparing for the CRCT: 71, 107; Target Reading Skills: 60, 74, 80, 95; Try This Activity: 62, 77, 83, 96; Skills Activity: 66; Writing in Science: 67, 69; Writing in Science; 102 TECH: Discovery Channel School Field Trip: 61; Active Art: cep-3012, cep-3023; PHSchool.com: cha-1020, ced-3014; SciLinks: scn-0313 Page _10_ of _14_
12 b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal. SE/TE: 60-70, 74-78, 80-85, , , , , ; Applying Skills: 70; At Home Activity: 78, 225, 235; Consumer Lab: 79; Discover Activity: 60, 74, 80, 95, 217, 226, 236, 250; Key Terms: 60, 74, 80, 95, 217, 226, 236, 250; Math Analyzing Data: 100; Math Practice: 85; Math Skills: 81; Preparing for the CRCT: 107, 247, 403; Science and History: ; Target Reading Skills: 60, 74, 80, 95, 217, 226, 236, 250; Try This Activity: 62, 77, 83, 96, 219, 231, 238; Skills Activity: 66, 232; Skills Lab: ; Writing in Science: 67, 69; Writing in Science; 102, 223 TECH: Discovery Channel School Field Trip: 61; Active Art: cep-3012, cep-3023; PHSchool.com: cha-1020, ced-3014, ced-1022, ced-1033, cha-2070; SciLinks: scn-0313; Lab Zone CD SE/TE: , ; At Home Activity: 225; Build Science Vocabulary: 438A; Discover Activity: 217, 439; Key Terms: 217, 439; Math Analyzing Data: 221; Preparing for the CRCT: 469; Target Reading Skills: 217, 439; Science and History: ; Try This Activity: 219; Writing in Science; 443 TECH: PHSchool.com: ced-1022, cqj-0013; SciLinks.com: scn-0411 SE/TE: , , , , , , ; At Home Activity: 333, 413, 428; Build Science Vocabulary: 406A; Consumer Lab: 429; Discover Activity: 250, 329, 375, 282, 287, 406, 420; Key Terms: 250, 329, 375, 282, 287, 406, 420; Math Analyzing Data: 253, 393, 425; Preparing for the CRCT: 291, 325, 365, 403, 433, 502, 531, 559; Skills Activity; 331, 379; Skills Lab: 334, 381, ; Target Reading Skills: 250, 329, 375, 282, 287, 406, 420; Try This Activity: 385, 411, 422; Writing in Science: 255, 380, 386, 394 TECH: Active Art: cep-1041, ced-2033, ced-2034; Discovery Channel School Video Field Trip: 392; PHSchool.com: ced-2033, cea-2040; Lab Zone CD; SciLink.com: scn-0243 Page _11_ of _14_
13 e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease). SE/TE: , , , , , , , , , , ; At Home Activity; 451, 463, 491, 521; Build Science Vocabulary: 534A; Design Your Own Lab; 464 Discover Activity: 444, 452, 458, 487, 504, 515, 534, 567, 602, 636, 644; Key Terms: 444, 452, 458, 487, 504, 515, 534, 567, 602, 636, 644; Math Analyzing Data: 462, 490, 520, 535, 650; Math Practice: 513, 542; Math Skills: 511, 540; Preparing for the CRCT: 469, 502, 531, 559, 593, 632; Science and Society: ; Skills Activity; 447, 508, 604, 649; Skills Lab: 457, , 514, 543, ; Target Reading Skills: 444, 452, 458, 487, 504, 515, 534, 567, 602, 636, 644; Technology Lab: ; Try This Activity: 448, 454, 461, 489, 495, 518, 538, 570, 607; Writing in Science: 456, 497, 573, 609, 651 TECH: Active Art: cep-4012 cep-4031, cep-4041, cep-4052, cep-4062; Discovery Channel School Video Field Trip: 450, 539, 569; PHSchool.com: ced-4014, ced-4024, cha-3150, ced- 4032, ceh-4060; SciLinks.com: scn-0423, scn-0433, scn-0472; Lab Zone CD S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). SE/TE: , ; At Home Activity; 115; Discover Activity: 110, 144 Key Terms: 110, 144; Practice for CRCT; 140, 162, 178; Skills Activity: 114; Skills Lab: ; Target Reading Skills: 110, 144; Try This Activity; 147; Writing in Science: 150 TECH: SciLinks.com: scn-0341; Lab Zone CD SE/TE: , , , , , , , , 339, , 359; At Home Activity: 225, ; Discover Activity: 217, 226, 236, 256, 262, 272, 303, 314, 345; Consumer Lab: 306; Key Terms: 217, 226, 236, 256, 262, 272, 303, 314, 345; Target Reading Skills: 217, 226, 236, 256, 262, 272, 303, 314, 345; Math Activity Data: 221, 318; Math Practice: 281; Math Skills: 305; Preparing for the CRCT: 247, 291; Science and History; ; Skills Activity: 232, ; Skills Lab: , 261, , ; Try This Activity: 219, 231, 238, 259, 264, 274, Try This Activity: 307; Writing in Science: 223, 260, 271, 320 TECH: Active Art: cep-1031, cep-1053, cep-2013; PHSchool.com: ced-1022, ced-1033, ced- 1051, cha-2070 ced-2014, cea-2010 ced-2023; SciLinks.com: scn-0133, scn-0143; Discovery Channel School Video Field Trip: 266; Lab Zone CD Page _12_ of _14_
14 c. Recognize that selective breeding can produce plants or animals with desired traits. SE/TE: , , , ; Discover Activity: 118, 126, 151, 157; Key Terms: 118, 126, 151, 157; Math Analyzing Data: 122; Math Practice: 123; Math Skills: 119; Skills Activity: 152; Skills Lab: , 156 ; Target Reading Skills: 118, 126, 151, 157; Writing in Science: 130, 155 TECH: Active Art: cep-3042; SciLinks.com: scn-0332, scn-0333; Lab Zone CD S7L4. Students will examine the dependence of organisms on one another and their environments. a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. d. Categorize relationships between organisms that are competitive or mutually beneficial. SE/TE: ; At Home Activity: 715; Building Science Vocabulary: 710a; Discover Activity: 710; Key Terms: 710; Preparing for the CRCT: 365, 745; Target Reading Skills: 710 TECH: PHSchool.com: cqj-0021; SciLinks.com: scn-0521 SE/TE: ; At Home Activity: 715; Building Science Vocabulary: 710a; Discover Activity: 710; Key Terms: 710; Preparing for the CRCT: 745; Target Reading Skills: 710 TECH: PHSchool.com: cqj-0021; SciLinks.com: scn-0521 SE/TE: , , ; Applying Skills: 200; At Home Activity: 197; Consumer Lab: 306Discover Activity: 182, 189, 303; Key Terms: 182, 189, 303; Math Analyzing Data: 192; Math Skills: 305; Preparing for the CRCT: 201, 707; Skills Activity: 184; Skills Lab: 188; Writing in Science: 187, 199; Target Reading Skills: 182, 189, 303; Try This Activity: 307 TECH: Active Art: cep-3053, cep-2013; PHSchool.com: cea-3050; SciLinks: scn-0352; Lab Zone CD SE/TE: , , ; At Home Activity: 235; Discover Activity: 226, 236, 314; Key Terms: 226, 236, 314; Math Analyzing Data: 318; Preparing for CRCT: 247, 324, 707; Skills Activity: 232; Skills Lab: , 321; Target Reading Skills: 226, 236, 314; Try This Activity: 231, 238; Writing in Science: 320, 323 TECH: Active Art: cep-1031; PHSchool.com: cea-2010, ced-1033, ced-2014, cha-2070; SciLinks.com: scn-0133 Page _13_ of _14_
15 e. Describe the characteristics of Earth s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). SE/TE: ; Discover Activity: 728; Key Terms: 728; Math Analyzing Data: 736; Preparing for the CRCT: 745; Target Reading Skills: 728; Skill Activity: 734; Try This Activity: 731; Writing in Science: 739 TECH: Active Art: cep-5024; SciLinks.com: scn-0525 S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and the survival of successive generations of their offspring. a. Explain that physical characteristics of organisms have changed over successive generations (e.g. Darwin s finches and peppered moths of Manchester). b. Describe ways in which species on earth have evolved due to natural selection. c. Trace evidence that the fossil record found in sedimentary rock provides evidence for the long history of changing life forms. SE/TE: , , 189, 197; Discover Activity: 171, 182; Key Terms: 171, 182; Prep for CRCT: 201, 707; Skills Activity: 177, 184; Skills Lab: , 188; Target Reading Skills: 171, 182; Try This Activity: 175; Writing in Science: 179, 187 TECH: SciLinks.com: scn-0351, scn-0352 SE/TE: , , 189, 197; Discover Activity: 171, 182; Key Terms: 171, 182; Preparing for CRCT: 201; Skills Activity: 177, 184; Skills Lab: , 188; Target Reading Skills: 171, 182; Try This Activity: 175; Writing in Science: 179, 187 TECH: SciLinks.com: scn-0351, scn-0352 SE/TE: ; Applying Skills: 200; At Home Activity: 197; Discover Activity: 189; Key Terms: 189; Math Analyzing Data: 192; Preparing for CRCT: 201; Target Reading Skills: 189; Try This Activity: 190; Writing in Science: 199 TECH: Active Art: cep-3053; PHSchool.com: cea-3050 Page _14_ of _14_
This Performance Standards include four major components. They are
Seventh Grade Science Curriculum Approved July 13, 2006 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the seventh grade
More informationThis Performance Standards include four major components. They are
Eighth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the eighth grade level.
More informationA CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.
Biology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is used
More informationGeorgia Performance Standards for Science Grade 6. This Performance Standards document includes four major components. They are
Sixth Grade Science Curriculum One Stop Shop For Educators The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the sixth grade
More informationGeorgia Department of Education
Epidemiology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is
More informationA CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.
Environmental Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationA CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.
Anatomy and Physiology of Human Body Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks
More informationAn explanation of the coding of the science GPS is attached.
Entomology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is
More informationBiology: Foundation Edition Miller/Levine 2010
A Correlation of Biology: Foundation Edition Miller/Levine 2010 to the IDAHO CONTENT STANDARDS Science - Biology Grades 9-10 INTRODUCTION This document demonstrates how Prentice Hall s Biology: Foundation
More informationState of Georgia. Teaching to Standards: SCIENCE Alignment to Georgia Science Standards Grades 3-12
State of Georgia Teaching to Standards: SCIENCE Alignment to Georgia Science Standards Grades 3-12 provided to our customers by the Attainment Company, Inc. Note: Alignment is indicated in yellow highlighted
More informationEarth, Moon, and Sun Inquiry Template Eclipses
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
More informationARTHROPOD DICHOTOMOUS KEY
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationA CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.
Earth Systems Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationForensic Science Curriculum
Forensic Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationGeorgia Performance Standards Framework for Physical Science 8 th GRADE. Unit: Fast and Furious Forces General Task Life is Easy with Simple Machines
Subject Area: Physical Science Grade: 8 Unit: Fast and Furious Forces General Task Life is Easy with Simple Machines S8P3. Students will investigate relationship between force, mass, and the motion of
More information(D) 181-183, 186-187, 190-193 TFYI 187 TPK 190
NEVADA Life Science Content Standards for Grade 8 Life s Structure and Function A From Bacteria to Plants B Animal Diversity C Human Body Systems D OBJECTIVES Content Standard 6.0: Structure and Function
More informationCherokee County School District Student Performance Standards Unit Guides - Science: Fifth Grade
Characteristics of Science 1 Cherokee County School District Habits of Mind S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these
More informationUnderstanding by Design. Title: BIOLOGY/LAB. Established Goal(s) / Content Standard(s): Essential Question(s) Understanding(s):
Understanding by Design Title: BIOLOGY/LAB Standard: EVOLUTION and BIODIVERSITY Grade(s):9/10/11/12 Established Goal(s) / Content Standard(s): 5. Evolution and Biodiversity Central Concepts: Evolution
More informationOne Stop Shop For Teachers
Physical Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy
More informationApproved July 12, 2004
Fifth Grade Science Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the fifth grade level. The Project 2061 s Benchmarks
More informationThird Grade Science Curriculum
Third Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the third grade level.
More informationA Correlation of Miller & Levine Biology 2014
A Correlation of Miller & Levine Biology To Ohio s New Learning Standards for Science, 2011 Biology, High School Science Inquiry and Application Course Content A Correlation of, to Introduction This document
More informationCommon Core Standards for Literacy in Science and Technical Subjects
A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy
More informationSeventh Grade Science Content Standards and Objectives
Seventh Grade Science Content Standards and Objectives Standard 2: Nature of Science Students will demonstrate an understanding of the history of science and the evolvement of scientific knowledge. SC.S.7.1
More informationGRADE 6 SCIENCE. Demonstrate a respect for all forms of life and a growing appreciation for the beauty and diversity of God s world.
GRADE 6 SCIENCE STRAND A Value and Attitudes Catholic Schools exist so that curriculum may be taught in the light of Gospel teachings. Teachers must reinforce Gospel truths and values so that students
More informationMS. Structure, Function, and Information Processing
MIDDLE SCHOOL LIFE SCIENCE Alignment with National Science Standards Use the chart below to find Science A-Z units that best support the Next Generation Science Standards* for Middle School Life Science,
More informationStage 1 Desired Results Established Goals: Matter and Energy Transfer, Biomes, Survival, Competition, and Symbiotic Relationships
Stage 1 Desired Results Established Goals: Matter and Energy Transfer, Biomes, Survival, Competition, and Symbiotic Relationships Unit 6: Ecology Learning Standard: S7L4. Students will examine the dependence
More informationGiven these characteristics of life, which of the following objects is considered a living organism? W. X. Y. Z.
Cell Structure and Organization 1. All living things must possess certain characteristics. They are all composed of one or more cells. They can grow, reproduce, and pass their genes on to their offspring.
More informationAP Biology Essential Knowledge Student Diagnostic
AP Biology Essential Knowledge Student Diagnostic Background The Essential Knowledge statements provided in the AP Biology Curriculum Framework are scientific claims describing phenomenon occurring in
More informationPrentice Hall Interactive Science Series 2011 Correlated to: Arizona Science Standards, Strands 1-6 (Grade 7)
Strand 1: Inquiry Process Inquiry Process establishes the basis for students learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate
More informationSecond Grade Science Curriculum
Second Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the second grade level.
More informationThe investigation is an individual project undertaken by you with support from your teacher/lecturer to show that you can:
Biology (revised) Advanced Higher Biology Investigation Candidate Guidance (for use from Session 2012 2013) Introduction The investigation is an individual project undertaken by you with support from your
More informationINSTRUCTIONAL MATERIALS ADOPTION Score Sheet I. Generic Evaluation Criteria II. Instructional Content Analysis III. Specific Science Criteria
GRADE: 9-12 VENDOR: Prentice Hall COURSE: Advanced Biology TITLE: Biology (Miller/Levine) COPYRIGHT DATE: 2006 SE ISBN: 0-13-166255-4 (SE) TE ISBN: 0-13-166288-0 (TE) INSTRUCTIONAL MATERIALS ADOPTION Score
More informationThe Science of Biology
Chapter 1 The Science of Biology Section 1 1 What Is Science? (pages 3 7) This section explains what the goal of science is and describes a scientific view of the world. What Science Is and Is Not (page
More informationUnit I: Introduction To Scientific Processes
Unit I: Introduction To Scientific Processes This unit is an introduction to the scientific process. This unit consists of a laboratory exercise where students go through the QPOE2 process step by step
More informationUnit: Charge Differentiated Task Light it Up!
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationCOURSE TITLE: Agricultural Animal Production and Management
PROGRAM CONCENTRATION: Agricultural Education CAREER PATHWAY: Animal Science COURSE TITLE: Agricultural Animal Production and Management Course Description: The goal of this course is to provide all students
More informationState Performance Indicators
Sequences of Seventh Grade Science 2012-2013 *Results must be reported to Principal GLE Imbedded Standards Checking for Understanding State Performance Indicators Resource / Required Lab Projected Dates
More informationCOURSE DESCRIPTION. Course Number: NM: 17994100 RISD: 13109A, 13109B. Successful completion of Forensics I (C or better)
COURSE DESCRIPTION Date: February 2011 COURSE TITLE: STARS Course Title: Forensic Science II Life and Physical Sciences Course Number: NM: 17994100 RISD: 13109A, 13109B Open to Grades: 12 Prerequisites:
More informationPROGRAM CONCENTRATION: Public Safety and Government COURSE TITLE: Exploring Public Safety and Government Education Sixth Grade
PROGRAM CONCENTRATION: Public Safety and Government COURSE TITLE: Exploring Public Safety and Government Education Sixth Grade COURSE DESCRIPTION: This course serves as an introduction to a variety of
More informationHow To Teach Math
Mathematics K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety
More informationZoo School Classroom Programs. Table of Contents. All Star Babies Kindergarten Panda Parade Kindergarten. Fur, Feathers & Scales 1 st Grade
Zoo School Classroom Programs Table of Contents All Star Babies Kindergarten Panda Parade Kindergarten Fur, Feathers & Scales 1 st Grade Growing Up Wild 2 nd Grade Wild Georgia 3 rd Grade Exploring Ecosystems
More informationOne Stop Shop For Educators
Healthcare Science PROGRAM CONCENTRATION: Healthcare Science COURSE TITLE: Middle School Healthcare Science, 8 th Grade This course provides students with an introduction to several healthcare careers
More informationUtah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering
Course Description: Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering In this course participants will experience introductory explorations of
More information(K-5) A scientist keeps a notebook to record his/her process (experiences, observations, and thinking).
FIFTH GRADE Science Curriculum Framework 1 Investigations will be integrated with social studies and mathematics where appropriate. 2 Investigations will be integrated with language arts non-fiction reading,
More informationA Correlation of Pearson Miller & Levine Biology 2014 To the Utah Core State Standards for Biology Grades 9-12
A Correlation of Pearson To the Utah Core State Standards Resource Title: Publisher: Pearson Education publishing as Prentice Hall ISBN (10 or 13 digit unique identifier is required): SE: 9780133242003
More informationMCAS Biology. Review Packet
MCAS Biology Review Packet 1 Name Class Date 1. Define organic. THE CHEMISTRY OF LIFE 2. All living things are made up of 6 essential elements: SPONCH. Name the six elements of life. S N P C O H 3. Elements
More informationPractice Questions 1: Evolution
Practice Questions 1: Evolution 1. Which concept is best illustrated in the flowchart below? A. natural selection B. genetic manipulation C. dynamic equilibrium D. material cycles 2. The diagram below
More informationScope and Sequence Interactive Science grades 6-8
Science and Technology Chapter 1. What Is Science? 1. Science and the Natural World 2.Thinking Like a Scientist 3. Scientific Inquiry Scope and Sequence Interactive Science grades 6-8 Chapter 2. Science,
More informationPLANET EARTH: Seasonal Forests
PLANET EARTH: Seasonal Forests Teacher s Guide Grade Level: 6-8 Running Time: 42 minutes Program Description Investigate temperate forests and find some of the most elusive creatures and welladapted plant
More informationCPO Science and the NGSS
CPO Science and the NGSS It is no coincidence that the performance expectations in the Next Generation Science Standards (NGSS) are all action-based. The NGSS champion the idea that science content cannot
More informationEvolution (18%) 11 Items Sample Test Prep Questions
Evolution (18%) 11 Items Sample Test Prep Questions Grade 7 (Evolution) 3.a Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms. (pg. 109 Science
More informationCURRICULUM MAP (Revised 6.15.07)
(Revised 6.15.07) Below is an outline of the Living Environment course that uses the Glencoe NY State Living Environment textbook. Please note that there is more depth in the book than is needed for the
More informationCommunities, Biomes, and Ecosystems
Communities, Biomes, and Ecosystems Before You Read Before you read the chapter, respond to these statements. 1. Write an A if you agree with the statement. 2. Write a D if you disagree with the statement.
More informationProgram goal: Students will have a better awareness and understanding of butterflies and their habitats
Butterfly Builders Students will investigate butterflies and their life cycle through a variety of activities including a story, game and science investigation. The lesson will end with a guided trip to
More informationPlants, like all other living organisms have basic needs: a source of nutrition (food),
WHAT PLANTS NEED IN ORDER TO SURVIVE AND GROW: WATER Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air,
More informationBroken Arrow Public Schools AP Environmental Science Objectives Revised 11-19-08
1 st six weeks 1 Identify questions and problems that can be answered through scientific investigation. 2 Design and conduct scientific investigations to answer questions about the world by creating hypotheses;
More information7.1 What Are Cells? You are made of cells. A cell is the basic unit of structure and function in a living thing. CHAPTER 7
CELL STRUCTURE AND FUNCTION 7.1 What Are Cells? Look closely at the skin on your arm. Can you see that it is made of cells? Of course not! Your skin cells are much too small to see with your eyes. Now
More informationFifth Grade Cells: Structures and Processes Assessment
Fifth Grade Cells: Structures and Processes Assessment 1a. All living things are made up of. a. cells b. tissues c. organisms d. systems 1b. All living things are made up of. 1c. Explain what cells are
More informationThe Cell Teaching Notes and Answer Keys
The Cell Teaching Notes and Answer Keys Subject area: Science / Biology Topic focus: The Cell: components, types of cells, organelles, levels of organization Learning Aims: describe similarities and differences
More informationHealthcare Science- Personal Care Services Pathway Overview
Healthcare Science- Personal Care Services Pathway Overview The Personal Care Services Pathway offers several options for students, from three core courses, covering the foundation of cosmetology to the
More informationFOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT
LE FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Thursday, January 29, 2004 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Directions
More informationPlants, like all living organisms have basic needs: a source of nutrition (food), water,
WHAT PLANTS NEED IN ORDER TO SURVIVE AND GROW: LIGHT Grades 3 6 I. Introduction Plants, like all living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and
More informationThis Performance Standards include four major components. They are
Kindergarten Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the kindergarten level.
More informationMiddle School Life Science
Middle School Life Science Students in middle school develop understanding of key concepts to help them make sense of life science. The ideas build upon students science understanding from earlier grades
More informationAP Biology Syllabus 2012-2013
n AP Biology, an emphasis is on students making connections between the big ideas within the AP Biology Curriculum Framework. he two main goals of AP Biology are to help students develop a conceptual framework
More informationAsexual Reproduction Grade Six
Ohio Standards Connection: Life Sciences Benchmark B Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms
More informationSmart Science Lessons and Middle School Next Generation Science Standards
Smart Science Lessons and Middle School Next Generation Science Standards You have chosen the right place to find great science learning and, beyond learning, how to think. The NGSS emphasize thinking
More informationSANTA CRUZ COUNTY REGIONAL OCCUPATIONAL PROGRAM. Veterinary Science
SANTA CRUZ COUNTY REGIONAL OCCUPATIONAL PROGRAM Veterinary Science CBEDS Title: Animal Science CBEDS Number: 4020 Career Path: Agriculture & Natural Resources Course Description: This course provides a
More informationIllinois School for the Deaf Course Curriculum. Craft and Structure RL.6.4. RL.6.5. RL.6.6. Integration of Knowledge and Ideas RL.6.7. RL.6.8. RL.6.9.
Illinois School for the Deaf Course Curriculum Course Title: Science Grades 6-8 Cycle: Year 3 (Physical Science) Course Agenda: Topic Length of Unit Characteristics of Matter 3 weeks MS-PS1-1., MS-PS1-3.,
More informationEnergy Flow in the Pond Teacher s Guide February 2011
Energy Flow in the Pond Teacher s Guide February 2011 Grades: 6, 7 & 8 Time: 3 hours With the pond as a model, students explore how energy that originates from the sun keeps changing shape and form as
More informationEukaryotic Cell Structure: Organelles in Animal & Plant Cells Why are organelles important and how are plants and animals different?
Why? Eukaryotic Cell Structure: Organelles in Animal & Plant Cells Why are organelles important and how are plants and animals different? The cell is the basic unit and building block of all living things.
More informationPreparation. Educator s Section: pp. 1 3 Unit 1 instructions: pp. 4 5 Unit 2 instructions: pp. 6 7 Masters/worksheets: pp. 8-17
ActionBioscience.org lesson To accompany the article by Lawrence M. Page, Ph.D.: "Planetary Biodiversity Inventories: A Response to the Taxonomic Crisis" (May 2006) http://www.actionbioscience.org/biodiversity/page.html
More informationInteractive Science Grade 5 2012
A Correlation of Interactive Science Grade 5 2012 To the New Jersey Science Standards Grade 5 Introduction This document demonstrates the close alignment between Interactive Science, 2012, and the for
More informationGenetic material of all living organisms. Biology - 100
Genetic material of all living organisms. Biology - 100 This antibiotic is made from a fungus that was first discovered growing on an orange and it became the first antibiotic to treat infection. Biology
More informationMIDLAND ISD ADVANCED PLACEMENT CURRICULUM STANDARDS AP ENVIRONMENTAL SCIENCE
Science Practices Standard SP.1: Scientific Questions and Predictions Asking scientific questions that can be tested empirically and structuring these questions in the form of testable predictions SP.1.1
More informationMultimedia Design Project Assessment (MDPA) Report
Multimedia Design Project Assessment (MDPA) Report Product URL: http://greatestbiometrip.weebly.com Analysis In the Analysis section you examine the context of the learning environment, the learners themselves,
More informationPlant and Animal Cells
Plant and Animal Cells Strand Topic Life Systems Investigating organelles and their functions in cells of living things Primary SOL LS.2 The student will investigate and understand that all living things
More informationProcess 3.5. A Pour it down the sink. B Pour it back into its original container. C Dispose of it as directed by his teacher.
Process 3.5 Biology EOI sample test questions Objective numbers correspond to the State Priority Academic Student Skills (PASS) standards and objectives. This number is also referenced with the local objective
More informationMiddle School Life Sciences
Middle School Life Sciences Students in middle school develop understanding of key concepts to help them make sense of the life sciences. These ideas build upon students science understanding from earlier
More informationAnimal & Plant Cell Slides
Animal & Plant Cell Slides Category: Biology Type: Class Experiment, 60 min class Materials: 2 Glass Slides 2 Cover Slips 1 Bottle of methylene blue (optional) 1 Plastic tray 1 Bottle of iodine 1 Plastic
More information4. Why are common names not good to use when classifying organisms? Give an example.
1. Define taxonomy. Classification of organisms 2. Who was first to classify organisms? Aristotle 3. Explain Aristotle s taxonomy of organisms. Patterns of nature: looked like 4. Why are common names not
More informationComparing Plant and Animal Cells
1.2 Comparing Plant and Animal Cells Here is a summary of what you will learn in this section: Plant and animal cell structures are called organelles. Plant and animal cells perform some similar functions,
More informationBIO 182 General Biology (Majors) II with Lab. Course Package
BIO 182 General Biology (Majors) II with Lab (Title change ONLY Oct. 2013) Course Package Modification Approved February 23, 2005 Modified April 3, 2009 COURSE INFORMATION New Course Course Modification
More informationHOW TO DO A SCIENCE PROJECT Step-by-Step Suggestions and Help for Elementary Students, Teachers, and Parents Brevard Public Schools
HOW TO DO A SCIENCE PROJECT Step-by-Step Suggestions and Help for Elementary Students, Teachers, and Parents Brevard Public Schools 1. Get an Idea for Your Project Find an area that interests you. You
More informationGeorgia Performance Standards Framework for Science GRADE 7 DICHOTOMOUS KEYS AND CLASSIFICATION
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More informationJohnson State College External Degree Program. BIO-1210-JY01 Introduction to Biology Syllabus Spring 2015
Instructor: Barbara Pratt bigskyvt@gmail.com Dates: Jan 19 to May 10 (no class Apr 6 to 12) Johnson State College External Degree Program BIO-1210-JY01 Introduction to Biology Syllabus Spring 2015 Location:
More informationIntroduction to Animals
Introduction to Animals Unity and Diversity of Life Q: What characteristics and traits define animals? 25.1 What is an animal? WHAT I KNOW SAMPLE ANSWER: Animals are different from other living things
More informationA Correlation of Environmental Science Your World, Your Turn 2011
A Correlation of Your World, Your Turn 2011 To Ohio s New Learning Standards for Science, 2011, High School Science Inquiry and Application Course Content INTRODUCTION This document demonstrates how Pearson,
More informationPlants, like all other living organisms have basic needs: a source of nutrition (food),
LEARNING FROM LEAVES: A LOOK AT LEAF SIZE Grades 3 6 I. Introduction Plants, like all other living organisms have basic needs: a source of nutrition (food), water, space in which to live, air, and optimal
More informationRUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE ENVIRONMENTAL SCIENCE I. INTRODUCTION Environmental Science introduces students to a broad view of the biosphere and the physical parameters
More informationGoals AND Objectives should be student-centered rather than course-centered Goals AND Objectives should reflect successful student performance
Tips for Writing Goals AND Objectives Goals AND Objectives should be student-centered rather than course-centered Goals AND Objectives should reflect successful student performance Tips for Writing Course
More informationCells & Cell Organelles
Cells & Cell Organelles The Building Blocks of Life H Biology Types of cells bacteria cells Prokaryote - no organelles Eukaryotes - organelles animal cells plant cells Cell size comparison Animal cell
More informationGCSE BITESIZE Examinations
GCSE BITESIZE Examinations General Certificate of Secondary Education AQA SCIENCE A BLY1B Unit Biology B1b (Evolution and Environment) AQA BIOLOGY Unit Biology B1b (Evolution and Environment) FOUNDATION
More informationMaster Curriculum Topic Study: Human Body Systems
Master Curriculum Topic Study: Human Body Systems Session C Section I: Culminating Ideas for Adult Literacy 1. The fundamental building block of organisms is cells. a. Cells combine to form tissues, which
More informationAP Biology Unit I: Ecological Interactions
AP Biology Unit I: Ecological Interactions Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth s history. Species extinction rates are rapid at times of ecological stress.
More informationWhitnall School District Report Card Content Area Domains
Whitnall School District Report Card Content Area Domains In order to align curricula kindergarten through twelfth grade, Whitnall teachers have designed a system of reporting to reflect a seamless K 12
More informationIDENTIFICATION OF ORGANISMS
reflect Take a look at the pictures on the right. Think about what the two organisms have in common. They both need food and water to survive. They both grow and reproduce. They both have similar body
More informationSection 2 Scientific Methods in Earth Science
Section 2 Scientific Methods in Earth Science Key Concept Scientists conduct careful investigations by following standard methods that allow them to collect data and communicate results. What You Will
More informationBut what about the prokaryotic cells?
Chapter 32: Page 318 In the past two chapters, you have explored the organelles that can be found in both plant and animal s. You have also learned that plant s contain an organelle that is not found in
More information