Concepts and Challenges LIFE, EARTH & PHYSICAL SCIENCEassets.pearsonschool.com/correlations/CA_C_C_Science_6-8.pdf · Concepts and Challenges LIFE, EARTH & PHYSICAL SCIENCE ... (Physical

Concepts and Challenges LIFE, EARTH & PHYSICAL SCIENCE

correlated to

Science Content Standards for California Public Schools Grades 6-8

Bookworks, Santa Fe 1

Concepts and Challenges in Life, Earth and Physical Science GLOBE FEARON

an imprint of Pearson Learning Group

correlated to Science Content Standards for California Public Schools

Grades 6-8

GRADE SIX LIFE SCIENCE EARTH SCIENCE PHYSICAL SCIENCE FOCUS ON EARTH SCIENCE

Plate Tectonics and Earth’s Structure

1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept:

a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.

N/A 6-1, 6-2, 6-3, 6-4, 6-5, 6-6; LA: 148-149; The Big Idea: 152-153

N/A

b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.

N/A 1-3, 3-2, 6-2, 6-3, 6-5, 6-6; LA: 82-83, 148-149; The Big Idea: 84-85

1-3, 16-6

c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle.

N/A 6-1, 6-2, 6-3, 6-4, 6-5, 6-6; LA: 148-149; The Big Idea: pgs.152-153

1-3, 16-6

d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.

N/A 5-5, 5-6, 5-7, 5-10, 6-2, 6-3, 6-5, 6-6

N/A

e. Students know major geologic events such as: earthquakes, volcanic eruptions, and mountain building, result from plate motions.

N/A 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8, 5-9, 5-10, 6-2, 6-3, 6-4, 6-5, 6-6; LA: 148-149; The Big Idea: 152-153

1-3, 16-6


GRADE 6, cont.

Plate Tectonics and Earth’s Structure, cont. f. Students know how to explain major features of California geology (including

mountains, faults, volcanoes) in terms of plate tectonics. N/A 5-1, 5-2, 5-3, 5-4, 5-5, 5-6,

5-7, 5-8, 5-9, 5-10, 6-2, 6-3, 6-4, 6-5, 6-6; LA: 148-149, The Big Idea: 152-153

1-3, 16-6

g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.

N/A 5-7, 5-8, 5-9, 6-4, 6-5, 6-6; LA: 132-133

17-2; The Big Idea: 370-371

Shaping Earth’s Surface

2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept:

a. Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.

N/A 7-1, 7-2, 7-3, 8-1, 8-2, 8-3, 8-4, 9-4; LA: 162-163, 216-217

14-1

b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.

N/A 7-1, 7-2, 7-3, 8-1, 8-2, 8-3, 8-4, 9-4; LA: 162-163, 216-217

6-2, 14-1

c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.

N/A 8-1, 8-2, 8-3, 8-4, 8-9, 8-10, 9-4, 10-1, 10-5, 10-7; LA: 216-217, 236-237

6-2, 14-1, 17-1, 17-2, 17-3, 17-4, 17-5; LA: 364-365; The Big Idea: 370-371

d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

N/A 5-5, 5-6, 5-7, 5-8, 5-9, 5-10, 6-3, 6-4, 6-5, 6-6, 8-2, 8-3, 8-4, 8-9, 9-4, 10-5, 10-8, 10-9, 12-9; LA: 132-133; The Big Idea: 122-123, 152-153, 172-173, 202-203

The Big Idea: 184-185, 370-371


GRADE 6, cont.

Heat (Thermal Energy) (Physical Science) 3. Heat moves in a predictable flow from warmer objects to cooler objects

until all the objects are at the same temperature. As a basis for understanding this concept:

a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.

1-4, 2-8, 7-2, 11-7, 14-1, 14-2, 14-10, 18-6; The Big Idea: 394-395

3-2, 3-6, 3-8, 4-4, 4-6, 5-3, 5-5, 5-6, 5-7, 5-8, 5-10, 6-2, 6-3, 6-4, 6-5, 6-6, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-8, 8-9, 8-10, 9-3, 9-4, 9-5, 10-2, 10-4, 10-5, 11-3, 11-4, 11-7, 11-8, 11-9, 12-9, 15-3, 15-4, 16-5, 18-7, 18-8; LA: 148-149, 200-201, 216-217,236-237, 316-317; The Big Idea: 84-85, 104-105, 122-123, 152-153, 268-269, 298-299

16-1, 16-2, 16-3, 16-4, 16-5, 16-6, 16-7, 16-8, 16-9, 17-1, 17-2, 17-3, 17-4, 17-5, 18-1, 18-2, 18-3, 18-4, 18-5, 18-6, 18-7, 18-8, 19-1, 19-2, 19-3, 19-4, 19-5; LA: 344-345, 364-365, 378-379

b. Students know that when fuel is consumed, most of the energy released becomes heat energy.

1-3, 1-4, 2-8, 7-2, 11-7, 14-1, 14-2, 14-10; The Big Idea: 394-395

4-6, 15-2, 15-3, 15-4, 15-7, 18-8

5-8, 6-5, 14-1, 14-2, 14-3, 16-1, 16-2, 16-5, 16-6, 16-7, 16-9; LA: 306-307; The Big Idea: 298-299

c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).

N/A 6-5, 6-6, 11-4, 11-7, 11-8; LA: 148-149; The Big Idea: 84-85, 152-153, 268-269

16-1, 16-5, 16-6; LA: 344-345

d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space).

2-8, 8-4 4-4, 11-3, 11-4, 11-7, 15-11, 18-7, 18-8

16-1, 16-7


GRADE 6, cont.

Energy in the Earth System 4. Many phenomena on Earth’s surface are affected by the transfer of energy

through radiation and convection currents. As a basis for understanding this concept:

a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.

2-8, 8-4, 12-7 9-1, 10-4, 11-3, 11-4, 11-5, 11-6, 11-7, 11-8, 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-2, 14-3, 14-4, 15-3, 15-4, 18-7, 18-8; LA: 288-289, 316-317; The Big Idea: 246-247, 268-269, 298-299

1-4, 14-2, 16-7, 19-4, 19-5; The Big Idea: 24-25, 298-299

b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.

2-5, 2-8, 3-11, 6-4, 8-4, 12-8; The Big Idea: 300-301

11-3, 15-11, 18-8 1-4, 14-2, 16-7, 19-1, 19-2, 19-3, 19-4, 19-5; The Big Idea: 24-25, 298-299

c. Students know heat from Earth’s interior reaches the surface primarily through convection.

N/A 3-2, 3-6, 3-8, 6-4, 6-5, 6-6; LA: 148-149 The Big Idea: 84-85

1-3, 16-6

d. Students know convection currents distribute heat in the atmosphere and oceans.

N/A 1-2, 6-5, 6-6, 10-4, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 11-8, 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9; LA: 148-149; The Big Idea: 246-247, 268-269

1-3, 7-5, 14-2, 16-1, 16-6; LA: 344-345; The Big Idea: 298-299

e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.

N/A 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 11-8, 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9; LA: 288-289, 316-317; The Big Idea: 268-269, 298-299

1-4, 12-7, 12-8, 16-1, 16-2, 16-6, 16-7; The Big Idea: 24-25, 298-299


GRADE 6, cont.

Ecology (Life Science) 5. Organisms in ecosystems exchange energy and nutrients among

themselves and with the environment. As a basis for understanding this concept:

a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.

1-4, 2-5, 2-8, 3-11, 6-4, 8-4, 12-1, 12-2, 12-3, 12-8, 12-10

18-8 19-5

b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.

1-4, 2-5, 2-8, 3-11, 6-4, 8-4, 12-1, 12-2, 12-3, 12-8, 12-10

4-5 N/A

c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem.

All of Chapters 5-12 show how populations of organisms can be categorized by the functions they serve in an ecosystem.

4-5, 7-4 N/A

d. Students know different kinds of organisms may play similar ecological roles in similar biomes.

11-5; LA: 266-267

4-5 5-6

e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.

1-3, 4-1, 4-3, 4-4, 4-5, 6-4, 7-2, 7-3, 8-1, 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 12-10; LA: 106-107, 266-267; The Big Idea: 112-113, 272-273, 300-301

4-5, 7-4, 8-5, 10-9, 13-1, 13-5, 15-1, 15-2, 15-6, 15-7, 15-8, 15-10, 15-11; The Big Idea: 122-123, 172-173, 220-221, 246-247, 320-321, 364-365

5-6; The Big Idea: 352-353


GRADE 6, cont.

Resources

6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:

a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.

4-3, 7-2, 8-4, 11-7, 12-1, 12-7, 16-6, 16-7, 18-2, 19-1

4-6, 15-2, 15-3, 15-4, 15-5, 15-7, 15-8, 15-9, 15-10, 15-11; The Big Idea: 104-105, 364-365

14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 16-1, 16-2, 16-3, 16-4, 16-5, 16-6, 16-7, 16-8, 16-9, 17-1, 17-3, 18-1, 18-2, 18-3, 18-4, 18-5, 18-6, 18-7, 18-8, 19-1, 19-2, 19-3, 19-4, 19-5, 19-6, 19-7, 19-8, 19-9, 19-10, 20-1, 20-2, 20-3, 20-4, 20-5, 20-6, 20-7, 20-8, 20-9, 21-5, 21-6, 21-7, 21-8, 21-9; LA: 306-307, 320-321, 364-365, 378-379, 414-415, 430-431, 470-471; The Big Idea: 298-299, 324-325, 422-423, 448-449, 474-475

b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

1-3, 1-4, 2-8, 4-1, 4-3, 4-4, 4-5, 8-4, 11-4, 11-6, 11-7, 12-1, 12-2, 12-3, 12-4, 12-5, 12-7, 12-8, 12-9, 12-10; LA: 106-107; The Big Idea: 272-273, 300-301

2-3, 2-4, 2-8, 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 4-6, 7-4, 7-5, 9-1, 9-2, 9-3, 9-4, 9-5, 11-1, 11-3, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8, 15-9, 15-10, 15-11; The Big Idea: 104-105, 172-173, 220-221

4-4, 4-7, 4-8, 5-6, 5-8, 6-2, 6-5, 7-5, 10-2, 14-1, 14-2, 14-3, 14-6, 15-6, 16-6, 16-7, 17-1, 19-1, 19-2, 19-4, 19-5, 21-4; The Big Idea: 24-25, 98-99, 124-125, 298-299, 352-353

c. Students know the natural origin of the materials used to make common objects.

7-2, 8-7, 11-7, 14-4 2-3, 2-5, 2-6, 2-8, 3-2, 3-7, 15-2, 15-3, 15-4, 15-5; The Big Idea: 60-61, 104-105

7-1, 8-4, 9-2, 9-5, 10-1, 10-2


GRADE 6, cont.

INVESTIGATION AND EXPERIMENTATION

7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Develop a hypothesis. 1-2, 1-6, 2-8, 3-11, 4-1, 6-4, 7-3, 8-10, 10-9, 12-7, 13-4, 16-8, 17-3, 18-3; Handbook: 1-14

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-9, 12-1, 12-10, 15-8, 15-10, 16-10, 17-10, 18-11; Handbook: 1-14

1-4, 2-1, 3-8, 4-3, 5-2, 5-4, 5-7, 8-5, 9-3, 9-6, 10-4, 10-6, 11-2, 12-5, 13-3, 14-2, 14-6, 16-2, 16-8, 18-1, 19-4, 20-4, 21-1, 21-8; Handbook: 1-14

b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

1-1, 1-2, 1-5, 1-6, 1-7, 2-1, 2-2, 2-3, 2-4, 2-6, 2-7, 2-8, 2-9, 3-1, 3-3, 3-5, 3-6, 3-7, 3-8, 3-11, 3-12, 4-1, 4-2, 4-4, 5-1, 5-2, 5-4, 6-2, 6-4, 6-5, 6-6, 7-1, 7-3, 7-4, 7-5, 8-2, 8-3, 8-4, 8-8, 8-9, 8-10, 9-2, 9-3, 9-4, 9-5, 9-7, 9-10, 10-2, 10-3, 10-5, 10-7, 10-8, 10-9, 10-10, 11-1, 11-4, 11-5, 12-2, 12-4, 12-6, 12-7, 12-9, 12-10, 13-2, 13-3, 13-4, 13-5, 13-6, 14-1, 14-4, 14-6, 14-8, 14-9, 14-10, 15-2, 15-3, 15-4, 15-6, 16-2, 16-3, 16-4, 16-8, 17-3, 17-4, 18-1, 18-3, 18-4, 18-5, 18-6, 18-9, 19-6; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

1-1, 1-3, 1-5, 1-6, 1-9, 2-1, 2-4, 2-5, 2-7, 3-1, 3-2, 3-4, 3-5, 3-6, 4-1, 4-5, 5-5, 5-6, 5-8, 5-10, 6-3, 6-4, 6-5, 6-6, 7-1, 7-3, 7-4, 7-5, 8-1, 8-6, 8-7, 8-8, 9-3, 9-4, 9-5, 10-2, 10-3, 10-4, 10-5, 10-8, 10-9, 11-3, 11-5, 11-6, 11-9, 12-4, 12-6, 12-9, 12-10, 13-3, 14-1, 15-3, 15-4, 15-6, 15-8, 16-1, 16-3, 16-4, 16-5, 16-6, 16-10, 17-6, 17-10, 18-11, LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457

1-2, 1-4, 2-1, 2-2, 2-3, 2-4, 2-5, 3-1, 3-5, 3-6, 4-2, 3-8, 4-1, 4-3, 5-1, 5-2, 5-4, 5-5, 5-7, 5-9, 6-2, 7-2, 7-3, 8-2, 8-5,8-6, 9-2, 9-3, 9-4, 9-5, 10-3, 10-4, 10-6, 11-1, 11-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-6, 14-2, 14-5, 14-6, 15-3, 15-4, 15-5, 16-2, 16-4, 16-7, 16-8, 17-1, 17-2, 17-4, 17-5, 18-1, 18-2, 18-5, 18-6, 19-2, 19-4, 19-8, 20-2, 20-4, 21-1, 21-6, 21-8; Handbook: 1-14; LA: 28-29, 42-43, 88-89, 120-121, 170-171, 222-223, 240-241, 266-267, 286-287, 306-307, 320-321, 364-365, 378-379


GRADE 6, cont.

INVESTIGATION AND EXPERIMENTATION, cont.

c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.

1-2, 1-6, 2-8, 3-11, 4-1, 6-4, 7-3, 8-10, 10-9, 12-7, 13-4, 16-8, 17-3, 18-3; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-3, 10-9, 11-3, 11-6, 11-9, 12-4, 12-6, 12-10, 15-4, 15-8, 16-3, 16-10, 17-10, 18-2, 18-11; Handbook: 1-14, LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457

1-4, 2-1, 3-8, 4-3, 5-2, 8-5, 9-3, 9-4, 10-4, 11-2, 12-5, 13-3, 14-2,14-6, 16-2, 16-8, 18-1, 19-4, 20-4, 21-1, 21-8; Handbook: 1-14; LA: 23-24, 42-43, 74-75, 88-89, 120-121, 142-143, 152-153, 170-171, 198-199, 222-223, 240-241, 266-267, 286-287, 305-307, 320-321, 344-345, 364-365, 378-379, 430-431, 470-471

d. Communicate the steps and results from an investigation in written reports and oral presentations.

1-2, 1-6, 2-8, 3-11, 4-1, 6-4, 7-3, 8-10, 10-9, 12-7, 13-4, 16-8, 17-3, 18-3; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457; The Big Idea: 28-29, 58-59, 90-91, 112-113, 126-127, 146-147, 166-167, 180-181, 218-219, 244-245, 272-273, 300-301, 322-323, 348-349, 370-371, 394-395, 412-413, 436-437, 460-461

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-3, 10-9, 12-10, 15-8, 16-10, 17-10, 18-11; Handbook: 1-14, LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457; The Big Idea: 30-31, 60-61, 84-85, 104-105, 122-123, 152-153, 172-173, 202-203, 220-221, 246-247, 268-269, 298-299, 320-321, 334-335, 364-365, 412-413, 460-461

1-4, 2-1, 3-8, 4-3, 5-2, 5-4, 5-7, 8-5, 9-3, 9-6, 10-4, 10-6, 11-2, 12-5, 13-3, 14-2, 14-6, 16-2, 16-8, 18-1, 19-4, 20-4, 21-1, 21-8; Handbook: 1-14; LA: 23-24, 42-43, 74-75, 88-89, 120-121, 142-143, 152-153, 170-171, 198-199, 222-223, 240-241, 266-267, 286-287, 305-307, 320-321, 344-345, 364-365, 378-379, 414-415, 430-431, 470-471; The Big Idea: 24-25, 46-47, 66-67, 98-99, 124-125, 138-139, 162-163, 184-185, 200-201, 216


GRADE 6, cont.


e. Recognize whether evidence is consistent with a proposed explanation. 1-2, 1-6, 2-8, 3-11, 4-1, 6-4, 7-3, 8-10, 10-9, 12-7, 13-4, 16-8, 17-3, 18-3; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-3, 10-9, 12-10, 15-8, 16-10, 17-10, 18-11; Handbook: 1-14, LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457


f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.

N/A 1-4, 1-5, 1-6, 1-7, 1-8, 1-9, 2-3, 5-2, 5-4, 5-8, 5-10, 6-4; LA: 36-37; The Big Idea: 152-153

N/A

g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).

4-1, 4-2, 4-3, 4-4, 4-5, 4-6; LA: 106-107; The Big Idea: 112-113

2-7, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 8-6, 8-7, 8-8, 9-3, 9-4, 10-6; LA: 162-163, 200-201; The Big Idea: 30-31, 60-61, 104-105

1-3, 2-1, 14-1, 21-4; LA: 240-241; The Big Idea: 236-237

h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).

2-5, 3-11, 6-6, 8-3, 8-8, 9-10, 11-4

2-7, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-9, 7-3, 8-1, 8-2, 8-3, 8-4, 8-9, 8-10, 8-11, 9-1, 9-4, 10-6, 11-5, 11-6, 11-7, 12-1, 12-4, 14-3, 14-6, 15-4; LA: 264-265; The Big Idea: 172-173, 220-221, 334-335

1-3, 1-4, 1-5; The Big Idea: 24-25


GRADE SEVEN LIFE SCIENCE EARTH SCIENCE PHYSICAL SCIENCE FOCUS ON LIFE SCIENCE

Cell Biology 1. All living organisms are composed of cells, from just one to many trillions,

whose details usually are visible only through a microscope. As a basis for understanding this concept:

a. Students know cells function similarly in all living organisms. 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8, 2-9, 3-2, 3-8, 3-9, 7-1, 10-8, 11-1, 12-8, 13-3, 15-5, 16-4, 18-1, 18-3, 19-3, 19-4; LA: 364-365

N/A 3-10

b. Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.

2-5, 2-6 N/A 19-5

c. Students know the nucleus is the repository for genetic information in plant and animal cells.

2-3, 2-4, 3-1, 3-3, 3-4, 6-5, 6-6 N/A N/A

d. Students know that mitochondria liberate energy for the work that cells do and that chloroplasts capture sunlight energy for photosynthesis.

2-4, 2-5, 2-6, 2-8, 8-4, 14-10; The Big Idea: 180-181

N/A 19-5

e. Students know cells divide to increase their numbers through a process of mitosis, which results in two daughter cells with identical sets of chromosomes.

2-9, 3-2, 19-5 N/A N/A

f. Students know that as multicellular organisms develop, their cells differentiate.

2-6, 5-2, 5-3, 6-4, 6-5, 7-1 N/A N/A

Genetics 2. A typical cell of any organism contains genetic instructions that specify

its traits. Those traits may be modified by environmental influences. As a basis for understanding this concept:

a. Students know the differences between the life cycles and reproduction of sexual and asexual organisms.

1-7, 5-4, 6-6, 7-2, 7-3, 8-5, 8-6, 9-7, 10-5, 19-6; The Big Idea: 460-461

N/A N/A

b. Students know sexual reproduction produces offspring that inherit half their genes from each parent.

3-1, 3-2, 3-4, 3-5, 3-6, 3-7, 3-9, 3-10; LA: 76-77

N/A N/A

c. Students know an inherited trait can be determined by one or more genes. 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 3-9, 3-10; LA: 76-77

N/A N/A

d. Students know plant and animal cells contain many thousands of different genes, and typically have two copies of every gene. The two copies (or alleles) of the gene may or may not be identical, and one may be dominant in determining the phenotype while the other is recessive.

3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 3-9, 3-10; The Big Idea: 90-91

N/A N/A

e. Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is located in the chromosomes of each cell.

2-3, 3-3, 3-4, 3-13, 4-3, 5-1, 5-2

N/A N/A


GRADE 7, cont.

Evolution 3. Biological evolution accounts for the diversity of species developed

through gradual processes over many generations. As a basis for understanding this concept:

a. Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms.

3-11, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 11-4, 12-6; LA: 106-107; The Big Idea: 112-113

4-5 N/A

b. Students know the reasoning used by Charles Darwin in reaching his conclusion that natural selection is the mechanism of evolution.

4-1, 4-3, 4-4, 4-5, 4-6; LA: 106-107; The Big Idea: 112-113

4-2, 4-5 N/A

c. Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the theory of evolution.

4-1, 4-2, 4-3, 4-4, 4-5, 4-6; LA: 106-107; The Big Idea: 112-113

4-1, 4-2, 4-3, 4-4, 4-5 LA: 240-241; The Big Idea: 236-237

d. Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms.

4-2, 5-1, 5-2, 5-3, 5-4 4-2, 4-5 N/A

e. Students know that extinction of a species occurs when the environment changes and that the adaptive characteristics of a species are insufficient for its survival.

4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 10-3, 11-4, 11-6, 12-6, 12-10; LA: 106-107; The Big Idea: 28-29, 112-113, 272-273

4-1, 4-2, 4-5 N/A


GRADE 7, cont.

Earth and Life History (Earth Science) 4. Evidence from rocks allows us to understand the evolution of life on

Earth. As a basis for understanding this concept:

a. Students know Earth processes today are similar to those that occurred in the past and slow geologic processes have large cumulative effects over long periods of time.

4-1, 4-2, 4-3, 4-4, 4-5, 4-6; LA: 106-107; The Big Idea: 112-113

2-3, 2-7, 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 4-2, 4-3, 4-4, 4-5, 4-6, 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8, 5-9, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-1, 7-2, 7-3, 7-4, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-8, 8-9, 8-10, 8-11; LA: 82-83, 92-93, 148-149, 162-163, 200-201; The Big Idea: 84-85, 122-123, 152-153, 202-203

12-7, 21-4; LA: 240-241; The Big Idea: 236-237

b. Students know the history of life on Earth has been disrupted by major catastrophic events, such as major volcanic eruptions or the impacts of asteroids.

N/A 5-5, 5-6, 5-7, 5-9, 5-10, 17-7; The Big Idea: 122-123

21-4

c. Students know that the rock cycle includes the formation of new sediment and rocks and that rocks are often found in layers, with the oldest generally on the bottom.

The Big Idea: 112-113 3-1, 3-4, 3-5, 3-8; LA: 82-83; The Big Idea: 84-85

4-4

d. Students know that evidence from geologic layers and radioactive dating indicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years.

4-2; The Big Idea: 112-113

4-1, 4-2, 4-3, 4-4, 4-5 LA: 240-241; The Big Idea: 236-237

e. Students know fossils provide evidence of how life and environmental conditions have changed.

4-1, 4-2, 4-3; The Big Idea: 112-113

4-1, 4-2, 4-3, 4-4, 4-5 LA: 240-241; The Big Idea: 236-237

f. Students know how movements of Earth's continental and oceanic plates through time, with associated changes in climate and geographic connections, have affected the past and present distribution of organisms.

4-1, 4-3; The Big Idea: 112-113

4-1, 4-2, 4-5, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 13-5; LA: 148-149; The Big Idea: 122-123, 152-153, 174-175, 220-221, 320-321

1-3, 16-6

g. Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale.

4-1, 4-2, 4-3, 4-4, 4-5, 4-6; LA: 106-107; The Big Idea: 112-113

4-5 N/A


GRADE 7, cont.

Structure and Function in Living Systems

5. The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function. As a basis for understanding this concept:

a Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.

1-4, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8, 2-9, 3-2, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-1, 7-2, 7-3, 7-4, 7-5, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-8, 8-9, 8-10, 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9, 9-10, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 10-8, 10-9, 10-10, 12-8, 13-1, 13-2, 13-3, 13-6, 14-6, 14-7, 14-8, 14-9, 14-10, 15-1, 15-2, 15-3, 15-4, 15-5, 16-1, 16-2, 16-3, 16-4, 17-1, 17-2, 18-1, 18-2, 18-3, 18-4, 18-5, 18-6, 18-7, 18-8, 19-1, 19-2, 19-3, 19-4, 19-5; LA: 52-53, 364-365; The Big Idea: 58-59

N/A 5-6, 13-3, 19-9, 20-4

b. Students know organ systems function because of the contributions of individual organs, tissues, and cells. The failure of any part can affect the entire system.

1-4, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8, 2-9, 3-2, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-1, 7-2, 7-3, 7-4, 7-5, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-8, 8-9, 8-10, 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9, 9-10, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 10-8, 10-9, 10-10, 12-8, 13-1, 13-2, 13-3, 13-6, 14-6, 14-7, 14-8, 14-9, 14-10, 15-1, 15-2, 15-3, 15-4, 15-5, 16-1, 16-2, 16-3, 16-4, 17-1, 17-2, 18-1, 18-2, 18-3, 18-4, 18-5, 18-6, 18-7, 18-8, 19-1, 19-2, 19-3, 19-4, 19-5; LA: 52-53, 364-365; The Big Idea: 58-59

N/A N/A


GRADE 7, cont. Structure and Function in Living Systems, cont.

c. Students know how bones and muscles work together to provide a structural framework for movement.

13-3, 13-4, 13-5, 13-6, 13-7; LA: 318-319; The Big Idea: 322-323

N/A 13-3

d. Students know how the reproductive organs of the human female and male generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy.

19-1, 19-2, 19-3, 19-4 N/A N/A

e. Students know the function of the umbilicus and placenta during pregnancy. 19-5; LA: 456-457

N/A N/A

f. Students know the structures and processes by which flowering plants generate pollen and ovules, seeds, and fruit.

8-5, 8-6, 8-7, 8-8; LA: 188-189

N/A N/A

g. Students know how to relate the structures of the eye and ear to their functions.

18-4, 18-5, 18-6 N/A 18-8, 19-7

Physical Principles in Living Systems (Physical Science) 6. Physical principles underlie biological structures and functions. As a

basis for understanding this concept:

a. Students know visible light is a small band within a very broad electromagnetic spectrum.

N/A N/A 19-1, 19-2, 19-9

b. Students know that for an object to be seen, light emitted by or scattered from it must be detected by the eye.

18-5 N/A 19-1, 19-2, 19-3, 19-6, 19-7

c. Students know light travels in straight lines if the medium it travels through does not change.

NA N/A 16-7, 19-1, 19-2, 19-3, 19-4; LA: 414-415

d. Students know how simple lenses are used in a magnifying glass, the eye, a camera, a telescope, and a microscope.

2-1, 18-5 16-3, 16-4; The Big Idea: 390-391

19-6, 19-7, 19-8; LA: 414-415

e. Students know that white light is a mixture of many wavelengths (colors) and that retinal cells react differently to different wavelengths.

18-5 N/A 19-1, 19-2, 19-3, 19-4, 19-6, 19-7, 19-9

f. Students know light can be reflected, refracted, transmitted, and absorbed by matter.

2-1 16-3, 16-4, 16-5; The Big Idea: 390-391

19-1, 19-2, 19-3, 19-4, 19-5, 19-6, 19-7, 19-8, 19-9, 19-10; LA: 414-415

g. Students know the angle of reflection of a light beam is equal to the angle of incidence.

2-1 16-3, 16-4; The Big Idea: 390-391

19-8

h. Students know how to compare joints in the body (wrist, shoulder, thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joints).

13-5 N/A 15-3

i. Students know how levers confer mechanical advantage and how the application of this principle applies to the musculoskeletal system.

13-3, 13-4, 13-5, 13-6, 13-7; LA: 318-319; The Big Idea: 244-245, 322-323

N/A 15-3; The Big Idea: 324-325

j. Students know that contractions of the heart generate blood pressure and that heart valves prevent backflow of blood in the circulatory system.

15-1, 15-2, 15-3, 15-4, 15-5 N/A N/A


GRADE 7, cont.



a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

1-1, 1-2, 1-5, 1-6, 1-7, 2-1, 2-2, 2-3, 2-4, 2-6, 2-7, 2-8, 2-9, 3-1, 3-3, 3-5, 3-6, 3-7, 3-8, 3-11, 3-12, 4-1, 4-2, 4-4, 5-1, 5-2, 5-4, 6-2, 6-4, 6-5, 6-6, 7-1, 7-3, 7-4, 7-5, 8-2, 8-3, 8-4, 8-8, 8-9, 8-10, 9-2, 9-3, 9-4, 9-5, 9-7, 9-10, 10-2, 10-3, 10-5, 10-7, 10-8, 10-9, 10-10, 11-1, 11-4, 11-5, 12-2, 12-4, 12-6, 12-7, 12-9, 12-10, 13-2, 13-3, 13-4, 13-5, 13-6, 14-1, 14-4, 14-6, 14-8, 14-9, 14-10, 15-2, 15-3, 15-4, 15-6, 16-2, 16-3, 16-4, 16-8, 17-3, 17-4, 18-1, 18-3, 18-4, 18-5, 18-6, 18-9, 19-6; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

1-1, 1-3, 1-5, 1-6, 1-9, 2-1, 2-4, 2-5, 2-7, 3-1, 3-2, 3-4, 3-5, 3-6, 4-1, 4-5, 5-5, 5-6, 5-8, 5-10, 6-3,6-4, 6-5, 6-6, 7-1, 7-3, 7-4, 7-5, 8-1, 8-6, 8-7, 8-8, 9-3, 9-4, 9-5, 10-2, 10-3, 10-4, 10-5, 10-8, 10-9, 11-3, 11-5, 11-6, 11-9, 12-4, 12-6, 12-9, 12-10, 13-3, 14-1, 15-3, 15-4, 15-6, 15-8, 16-1, 16-3, 16-4, 16-5, 16-6, 16-10, 17-6, 17-10, 18-11; LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457

1-2, 1-4, 2-1, 2-2, 2-3, 2-4, 2-5, 3-1, 3-5, 3-6, 4-2, 3-8, 4-1, 4-3, 5-1, 5-2, 5-4, 5-5, 5-7, 5-9, 6-2, 7-2, 7-3, 8-2, 8-5,8-6, 9-2, 9-3, 9-4, 9-5, 10-3, 10-4, 10-6, 11-1, 11-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-6, 14-2, 14-5, 14-6, 15-3, 15-4, 15-5, 16-2, 16-4, 16-7, 16-8, 17-1, 17-2, 17-4, 17-5, 18-1, 18-2, 18-5, 18-6, 19-2, 19-4, 19-8, 20-2, 20-4, 21-1, 21-6, 21-8; Handbook: 1-14; LA: 28-29, 42-43, 88-89, 120-121, 170-171, 222-223, 240-241, 266-267, 286-287, 306-307, 320-321, 364-365, 378-379


GRADE 7, cont.


b. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.

1-1, 1-2, 1-5, 1-6, 1-7, 2-1, 2-2, 2-3, 2-4, 2-6, 2-7, 2-8, 2-9, 3-1, 3-3, 3-5, 3-6, 3-7, 3-8, 3-11, 3-12, 4-1, 4-2, 4-4, 5-1, 5-2, 5-4, 6-2, 6-4, 6-5, 6-6, 7-1, 7-3, 7-4, 7-5, 8-2, 8-3, 8-4, 8-8, 8-9, 8-10, 9-2, 9-3, 9-4, 9-5, 9-7, 9-10, 10-2, 10-3, 10-5, 10-7, 10-8, 10-9, 10-10, 11-1, 11-4, 11-5, 12-2, 12-4, 12-6, 12-7, 12-9, 12-10, 13-2, 13-3, 13-4, 13-5, 13-6, 14-1, 14-4, 14-6, 14-8, 14-9, 14-10, 15-2, 15-3, 15-4, 15-6, 16-2, 16-3, 16-4, 16-8, 17-3, 17-4, 18-1, 18-3, 18-4, 18-5, 18-6, 18-9, 19-6; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

1-1, 1-3, 1-5, 1-6, 1-9, 2-1, 2-5, 2-7, 3-1, 3-2, 3-4, 3-5, 3-6, 4-1, 4-5, 5-5, 5-6, 5-8, 5-10, 6-3, 6-4, 6-6, 7-1, 7-3, 7-4, 7-5, 8-1, 8-6, 8-8, 9-3, 9-4, 10-2, 10-3, 10-4, 10-5, 10-8, 11-3, 11-5, 11-9, 12-6, 12-9, 13-3, 14-1, 15-3, 15-6, 15-8, 16-1, 16-3, 16-4, 16-5, 16-6, 17-6, 17-10, 18-11; LA: 36-37, 56-57, 82-83, 92-93, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457

1-2, 1-4, 2-1, 2-2, 2-3, 2-4, 2-5, 3-1, 3-5, 3-6, 4-2, 3-8, 4-1, 4-3, 5-1, 5-2, 5-4, 5-5, 5-7, 5-9, 6-2, 7-2, 7-3, 8-2, 8-5,8-6, 9-2, 9-3, 9-4, 9-5, 10-3, 10-4, 10-6, 11-1, 11-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-6, 14-2, 14-5, 14-6, 15-3, 15-4, 15-5, 16-2, 16-4, 16-7, 16-8, 17-1, 17-2, 17-4, 17-5, 18-1, 18-2, 18-5, 18-6, 19-2, 19-4, 19-8, 20-2, 20-4, 21-1, 21-6, 21-8; Handbook: 1-14; LA: 28-29, 42-43, 88-89, 120-121, 170-171, 222-223, 240-241, 266-267, 286-287, 306-307, 320-321, 364-365, 378-379


GRADE 7, cont.


c. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

1-2, 1-5, 1-6, 2-3, 2-6, 2-8, 2-9, 3-5, 3-7, 3-11, 4-1, 4-2, 5-1, 5-4, 6-4, 6-6, 7-3, 7-4, 7-5, 8-2, 8-4, 8-8, 8-9, 8-10, 9-3, 9-5, 9-10, 10-2, 10-8, 10-9, 11-4, 12-2, 12-7, 12-9, 13-4, 13-5, 14-1, 14-6, 14-10, 15-3, 16-2, 16-4, 16-8, 17-3, 18-1, 18-3, 18-5; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457; The Big Idea: 28-29, 58-59, 90-91, 112-113, 126-127, 146-147, 166-167, 180-181, 218-219, 244-245, 272-273, 300-301, 322-323, 348-349, 370-371, 394-395, 412-413, 436-437, 460-461



d. Construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure).

1-3, 3-4, 3-5, 4-3, 5-1, 5-6, 6-1, 6-3, 6-4, 6-5, 6-6, 7-1, 7-3, 7-6, 8-2, 8-3, 8-4, 8-7, 8-11, 9-3, 9-5, 10-2, 10-5, 10-7, 11-3, 12-1, 14-1, 14-3, 14-7, 16-4

1-3, 1-5, 3-4, 3-5, 4-3, 5-1, 5-5, 5-6, 5-8, 6-1, 6-3, 6-4, 6-5, 6-6, 7-1, 7-3, 7-6, 8-2, 8-3, 8-4, 8-7, 8-11, 9-3, 9-5, 10-2, 10-5, 10-7, 11-3, 12-1, 14-1, 14-3, 14-7, 16-4, 17-3, 17-10, 18-11; LA: 56-57, 82-83, 92-93, 148-149, 162-163, 200-201, 216-217, 236-237, 288-289, 340-341, 396-397

3-5, 4-5, 4-6, 6-2, 7-2, 8-2, 11-4, 15-4; LA: 74-75, 120-121, 142-143, 156-157, 240-241, 306-307


GRADE 7, cont.


e. Communicate the steps and results from an investigation in written reports and oral presentations.

1-1, 1-2, 1-5, 1-6, 1-7, 2-1, 2-2, 2-3, 2-4, 2-6, 2-7, 2-8, 2-9, 3-1, 3-3, 3-5, 3-6, 3-7, 3-8, 3-11, 3-12, 4-1, 4-2, 4-4, 5-1, 5-2, 5-4, 6-2, 6-4, 6-5, 6-6, 7-1, 7-3, 7-4, 7-5, 8-2, 8-3, 8-4, 8-8, 8-9, 8-10, 9-2, 9-3, 9-4, 9-5, 9-7, 9-10, 10-2, 10-3, 10-5, 10-7, 10-8, 10-9, 10-10, 11-1, 11-4, 11-5, 12-2, 12-4, 12-6, 12-7, 12-9, 12-10, 13-2, 13-3, 13-4, 13-5, 13-6, 14-1, 14-4, 14-6, 14-8, 14-9, 14-10, 15-2, 15-3, 15-4, 15-6, 16-2, 16-3, 16-4, 16-8, 17-3, 17-4, 18-1, 18-3, 18-4, 18-5, 18-6, 18-9, 19-6; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457 The Big Idea: 28-29, 58-59, 90-91, 112-113, 126-127, 146-147, 166-167, 180-181, 218-219, 244-245, 272-273, 300-301, 322-323, 348-349, 370-371, 394-395, 412-413, 436-437, 460-461




GRADE EIGHT LIFE SCIENCE EARTH SCIENCE PHYSICAL SCIENCE FOCUS ON PHYSICAL SCIENCE

Motion 1. The velocity of an object is the rate of change of its position. As a basis

for understanding this concept:

a. Students know position is defined in relation to some choice of a standard reference point and a set of reference directions.

N/A N/A 13-1, 13-2, 13-3, 13-4, 13-5, 13-6; LA: pgs.286-287

b. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.

N/A N/A 13-1, 13-2, 13-3, 13-4, 13-5, 13-6; Appendix: F; LA: 286-287; The Big Idea: 278-279

c. Students know how to solve problems involving distance, time, and average speed.

N/A N/A 13-1, 13-2, 13-3, 13-4, 13-5, 13-6; Appendix: F

d. Students know the velocity of an object must be described by specifying both the direction and the speed of the object.

N/A N/A 13-1, 13-2, 13-3, 13-4, 13-5, 13-6; LA: 286-287

e. Students know changes in velocity may be due to changes in speed, direction, or both.

N/A N/A 13-1, 13-2, 13-3, 13-4, 13-5, 13-6; LA: 286-287

f. Students know how to interpret graphs of position versus time and graphs of speed versus time for motion in a single direction.

N/A N/A 13-1


GRADE 8, cont.

Forces

2. Unbalanced forces cause changes in velocity. As a basis for understanding this concept:

a. Students know a force has both direction and magnitude. 10-6 The following show examples of forces. Discussion will be needed for better understandingof this concept. 3-6, 3-8, 5-1, 5-3, 5-5, 5-7, 5-8, 5-9, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-3, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-8, 8-9, 8-10, 8-11, 9-4, 10-4, 10-5, 10-6, 11-5, 12-7, 12-8, 12-9, 14-1, 14-5, 16-7; LA: 148-149, 200-201, 216-217, 236-237, 396-397; The Big Idea: 84-85

12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 14-4, 14-5, 15-1, 15-3; LA: 266-267, 286-287, 320-321; The Big Idea: 250-251

b. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces.

10-6 The following show examples of forces. Discussion will be needed for better understandingof this concept. 3-6, 3-8, 5-1, 5-3, 5-5, 5-7, 5-8, 5-9, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-3, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-8, 8-9, 8-10, 8-11, 9-4, 10-4, 10-5, 10-6, 11-5, 12-7, 12-8, 12-9, 14-1, 14-5, 16-7; LA: 148-149, 200-201, 216-217, 236-237, 396-397; The Big Idea: 84-85

12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 14-4, 14-5, 15-1, 15-3; LA: 266-267, 286-287, 320-321; The Big Idea: 250-251


GRADE 8, cont.

Forces, cont. c. Students know when the forces on an object are balanced, the motion of the

object does not change. 10-6 The following show examples of

forces. Discussion will be needed for better understandingof this concept. 3-6, 3-8, 5-1, 5-3, 5-5, 5-7, 5-8, 5-9, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-3, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 8-8, 8-9, 8-10, 8-11, 9-4, 10-4, 10-5, 10-6, 11-5, 12-7, 12-8, 12-9, 14-1, 14-5, 16-7; LA: 148-149, 200-201, 216-217, 236-237, 396-397; The Big Idea: 84-85

12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 14-4, 14-5, 15-1, 15-3; LA: 266-267, 286-287, 320-321; The Big Idea: pgs.250-251

d. Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.


12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 14-4, 14-5, 15-1, 15-3; LA: 266-267, 286-287, 320-321; The Big Idea: 250-251


GRADE 8, cont.

Forces, cont. e. Students know that when the forces on an object are unbalanced, the object

will change its velocity (that is, it will speed up, slow down, or change direction).


12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 14-4, 14-5, 15-1, 15-3; LA: 266-267, 286-287, 320-321; The Big Idea: 250-251

f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion.

N/A 3-6, 11-5 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8, 12-9, 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 14-4, 14-5, 15-1, 15-3; LA: 266-267, 286-287, 320-321; The Big Idea: 250-251

g. Students know the role of gravity in forming and maintaining the shapes of planets, stars and the solar system.

N/A 17-1, 17-2, 17-3, 17-4, 17-5, 17-6, 17-7, 17-8, 17-9, 18-1, 18-5, 18-6, 18-9; The Big Idea: 412-413

12-2; The Big Idea: 250-251


GRADE 8, cont.

Structure of Matter 3. Each of the more than 100 elements of matter has distinct properties and a

distinct atomic structure. As a basis for understanding this concept:

a. Students know the structure of the atom and know it is composed of protons, neutrons, and electrons.

N/A 2-1, 18-5; The Big Idea: 298-299

3-2, 3-3, 3-4, 3-5, 3-6, 4-5, 4-6, 7-2, 7-3, 10-4, 20-1, 20-3; LA: 74-75; The Big Idea: 162-163

b. Students know that compounds are formed by combining two or more different elements, and that compounds have properties that are different from their constituent elements.

The Big Idea: 58-59 2-1, 2-2, 2-3; The Big Idea: 60-61

4-1, 4-2, 4-4, 4-5, 4-6, 4-7, 4-8, 7-1, 7-3, 8-4; The Big Idea: 98-99

c. Students know atoms and molecules form solids by building up repeating patterns, such as the crystal structure of NaCl or long-chain polymers.

N/A 2-1, 2-3, 2-6, 2-7; LA: 56-57

3-2, 3-3, 3-4, 3-5, 3-6, 4-5, 4-7, 4-8, 5-9, 8-4; LA: 74-75; The Big Idea: 124-125

d. Students know the states of matter (solid, liquid, gas) depend on molecular motion.

12-7, 12-8, 12-9 The following are a few examples of matter in various states. Molecular motion will need to be discussed. 1-2, 1-3, 2-1, 3-1, 3-2, 3-6, 3-8; LA: 56-57; The Big Idea: 84-85, 104-105

1-3, 1-4, 1-5, 16-9; LA: 28-29; The Big Idea: 24-25

e. Students know that in solids the atoms are closely locked in position and can only vibrate; in liquids the atoms and molecules are more loosely connected and can collide with and move past one another; and in gases the atoms and molecules are free to move independently, colliding frequently.

N/A The following are a few examples of matter in various states. Molecular motion will need to be discussed. 1-2, 1-3, 2-1, 3-1, 3-2, 3-6, 3-8, 5-5, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 7-1, 8-6, 9-1, 11-3, 11-4, 12-1, 12-4; LA: 56-57; The Big Idea: 84-85, 104-105

1-3, 1-4, 1-5, 16-9; LA: 28-29; The Big Idea: 24-25

f. Students know how to use the periodic table to identify elements in simple compounds.

N/A 2-1, 2-2, 2-3; Appendix E

3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 3-9, 3-10, 4-1, 4-2, 4-4, 4-7, 4-8, 7-3; Appendix: B The Big Idea: 66-67


GRADE 8, cont.

Earth in the Solar System (Earth Science) 4. The structure and composition of the universe can be learned from

studying stars and galaxies and their evolution. As a basis for understanding this concept:

a. Students know galaxies are clusters of billions of stars and may have different shapes.

N/A 18-10; LA: 456-457

N/A

b. Students know that the Sun is one of many stars in the Milky Way galaxy and that stars may differ in size, temperature, and color.

N/A 18-1, 18-2, 18-3, 18-4, 18-5, 18-6, 18-7, 18-8, 18-9

N/A

c. Students know how to use astronomical units and light years as measures of distances between the Sun, stars, and Earth.

N/A 16-6 N/A

d. Students know that stars are the source of light for all bright objects in outer space and that the Moon and planets shine by reflected sunlight, not by their own light.

N/A 14-6 talks specifically about this concept. The following help to reinforce this standard: 14-1, 14-2, 14-3, 14-4, 14-5, 14-7, 14-8, 18-1, 18-2, 18-3, 18-4, 18-5, 18-6, 18-7, 18-8, 18-9, 18-10; LA: 340-341

19-4

e. Students know the appearance, general composition, relative position and size, and motion of objects in the solar system, including planets, planetary satellites, comets, and asteroids.

N/A 14-1, 14-5, 17-1, 17-2, 17-3, 17-4, 17-5, 17-6, 17-7, 17-8, 17-9, 17-10; The Big Idea: 412-413

N/A

Reactions

5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a basis for understanding this concept:

a. Students know reactant atoms and molecules interact to form products with different chemical properties.

2-7, 14-2; LA: 52-53; The Big Idea: 58-59, 348-349

2-1, 2-2, 2-3, 3-2, 3-4, 3-6, 4-6, 7-2, 7-3, 7-4, 7-5, 15-1, 15-7, 15-8, 15-9, 18-1, 18-6; The Big Idea: 60-61, 84-85, 364-365

1-2, 1-5, 3-7, 3-8, 3-9, 4-2, 7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 10-1, 10-3, 10-4, 10-5, 11-1, 11-2, 11-3, 20-2, 20-3; LA: 170-171

b. Students know the idea of atoms explains the conservation of matter: In chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same.

N/A 2-1, 2-2, 2-3, 7-2; The Big Idea: 60-61, 84-85

1-2, 1-5, 3-7, 3-8, 3-9, 4-2, 7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 10-1, 10-3, 10-4, 10-5, 11-1, 11-2, 11-3, 20-2, 20-3; LA: 170-171


GRADE 8, cont.

Reactions, cont. c. Students know chemical reactions usually liberate heat or absorb heat. 1-3, 1-4, 2-8, 7-2, 14-1, 14-2,

14-10; LA: 52-53; The Big Idea: 58-59, 348-349

2-1, 2-2, 2-3, 3-2, 3-4, 3-6, 4-6, 7-2, 7-4, 15-1, 15-7, 15-8, 15-9, 18-1, 18-6; The Big Idea: 60-61, 84-85, 104-105, 364-365

1-2, 1-5, 3-7, 3-8, 3-9, 4-2, 7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 8-1, 8-2, 8-3, 8-4, 8-5, 8-6, 8-7, 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 10-1, 10-3, 10-4, 10-5, 11-1, 11-2, 11-3, 16-1, 16-5, 16-6, 16-7, 20-2, 20-3; LA: 170-171

d. Students know physical processes include freezing and boiling, in which a material changes form with no chemical reaction.

12-7 2-1, 9-1, 9-3, 12-1, 12-2, 12-3, 12-4

1-2, 1-3, 1-4, 1-5, 4-3, 4-7, 16-3, 16-4; LA: 28-29, 142-143; The Big Idea: 24-25

e. Students know how to determine whether a solution is acidic, basic, or neutral.

N/A The Big Idea: 172-173 9-1, 9-2, 9-3, 9-4, 9-5, 9-6; LA: 198-199; The Big Idea: 200-201

Chemistry of Living Systems (Life Science) 6. Principles of chemistry underlie the functioning of biological systems. As

a basis for understanding this concept:

a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms.

1-3, 4-3, 11-1, 12-8, 12-9, 14-2, 15-1, 15-5, 16-4, 16-6 The Big Idea: 58-59

15-1 3-1, 3-10, 4-2, 4-7, 4-8, 11-1; The Big Idea: 236-237

b. Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.

1-2, 12-8, 12-9 The Big Idea: 58-59

15-1 3-1, 3-10, 4-2, 4-7, 4-8, 11-1; The Big Idea: 98-99, 236-237

c. Students know that living organisms have many different kinds of molecules, including small ones, such as water and salt, and very large ones, such as carbohydrates, fats, proteins, and DNA.

1-2, 2-5, 2-6, 2-7, 2-8, 2-9, 3-3, 12-8, 12-9, 14-1, 14-2

N/A 3-1, 3-10, 4-2, 4-7, 4-8, 11-1; The Big Idea: 98-99, 236-237


GRADE 8, cont.

Periodic Table

7. The organization of the periodic table is based on the properties of the elements and reflects the structure of atoms. As a basis for understanding this concept:

a. Students know how to identify regions corresponding to metals, nonmetals, and inert gases.

N/A 2-1, 2-2, 2-3; Appendix E

3-7, 3-8, 3-9, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 11-1, 11-2, 11-3, 11-4; Appendix: B and C; LA: 222-223, 240-241; The Big Idea: 66-67, 216-217, 236-237

b. Students know each element has a specific number of protons in the nucleus (the atomic number) and each isotope of the element has a different but specific number of neutrons in the nucleus.

N/A 2-1, 2-2, 2-3 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 3-9, 3-10; Appendix: B and C; LA: 74-75

c. Students know substances can be classified by their properties, including their melting temperature, density, hardness, and thermal and electrical conductivity.

N/A 2-4, 2-5, 2-6, 2-7, 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 4-3, 4-4, 10-3, 10-4, 11-4, 12-4; The Big Idea: 84-85

There are many opportunities in the textbook that would enable students to classify substances by their properties (e.g., 1-2, 1-3, 1-4, 2-1, 2-2, 3-8, 9-1, 9-2, 9-3, 9-4, 16-1, 16-2, 16-3, 16-4, 16-5, 16-6, 16-7, 16-8, 16-9, 20-3, 20-4).

Density and Buoyancy

8. All objects experience a buoyant force when immersed in a fluid. As a basis for understanding this concept:

a. Students know density is mass per unit volume. N/A 2-5 2-1, 2-2, 2-3, 2-4; LA: 42-43

b. Students know how to calculate the density of substances (regular and irregular solids and liquids) from measurements of mass and volume.

N/A 2-5 2-1, 2-2, 2-3, 2-4; LA: 42-43

c. Students know the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid the object has displaced.

N/A Discussion will be necessary to explain the buoyant force of the continents: 6-4

2-4, 2-5; The Big Idea: 46-47

d. Students know how to predict whether an object will float or sink. N/A N/A 2-1, 2-2, 2-3, 2-4, 2-5; The Big Idea: 46-47


GRADE 8, cont.



a. Plan and conduct a scientific investigation to test a hypothesis. 1-2, 1-5, 1-6, 2-3, 2-6, 2-8, 2-9, 3-5, 3-7, 3-11, 4-1, 4-2, 5-1, 5-4, 6-4, 6-6, 7-3, 7-4, 7-5, 8-2, 8-4, 8-8, 8-9, 8-10, 9-3, 9-5, 9-10, 10-2, 10-8, 10-9, 11-4, 12-2, 12-7, 12-9, 13-4, 13-5, 14-1, 14-6, 14-10, 15-3, 16-2, 16-4, 16-8, 17-3, 18-1, 18-3, 18-5; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-3, 10-9, 12-10, 15-8, 16-10, 17-10, 18-11; Handbook: 1-14, LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457

1-4, 2-1, 3-8, 4-3, 5-2, 5-4, 5-7, 8-5, 9-3, 9-6, 10-4, 10-6, 11-2, 12-5, 13-3, 14-2, 14-6, 16-2, 16-8, 18-1, 19-4, 20-4, 21-1, 21-8; Handbook: 1-14

b. Evaluate the accuracy and reproducibility of data. 1-2, 1-5, 1-6, 2-3, 2-6, 2-8, 2-9, 3-5, 3-7, 3-11, 4-1, 4-2, 5-1, 5-4, 6-4, 6-6, 7-3, 7-4, 7-5, 8-2, 8-4, 8-8, 8-9, 8-10, 9-3, 9-5, 9-10, 10-2, 10-8, 10-9, 11-4, 12-2, 12-7, 12-9, 13-4, 13-5, 14-1, 14-6, 14-10, 15-3, 16-2, 16-4, 16-8, 17-3, 18-1, 18-3, 18-5; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-3, 10-9, 12-10, 15-8, 16-10, 17-10, 18-11; Handbook: 1-14, LA: 36-37, 56-57, 82-83,132-133, 148-149, 162-163,200-201, 216-217, 236-237,264-265, 288-289, 316-317,340-341, 367-369, 396-397,418-419, 456-457

1-4, 2-1, 3-8, 4-3, 5-2, 5-4, 5-7, 8-5, 9-3, 9-6, 10-4, 10-6, 11-2, 12-5, 13-3, 14-2, 14-6, 16-2, 16-8, 18-1, 19-4, 20-4, 21-1, 21-8; Handbook: 1-14; LA: 23-24, 42-43, 74-75, 88-89, 120-121, 142-143, 152-153, 170-171, 198-199, 222-223, 240-241, 266-267, 286-287, 305-307, 320-321, 344-345, 364-365, 378-379, 414-415, 430-431, 470-471


GRADE 8, cont.


c. Distinguish between variable and controlled parameters in a test. 1-2, 1-5, 1-6, 2-3, 2-6, 2-8, 2-9, 3-5, 3-7, 3-11, 4-1, 4-2, 5-1, 5-4, 6-4, 6-6, 7-3, 7-4, 7-5, 8-2, 8-4, 8-8, 8-9, 8-10, 9-3, 9-5, 9-10, 10-2, 10-8, 10-9, 11-4, 12-2, 12-7, 12-9, 13-4, 13-5, 14-1, 14-6, 14-10, 15-3, 16-2, 16-4, 16-8, 17-3, 18-1, 18-3, 18-5; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-3, 10-9, 12-10, 15-8, 16-10, 17-10, 18-11; Handbook: 1-14, LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457

1-4, 2-1, 3-8, 4-3, 5-2, 5-4, 5-7, 8-5, 9-3, 9-6, 10-4, 10-6, 11-2, 12-5, 13-3, 14-2, 14-6, 16-2, 16-8, 18-1, 19-4, 20-4, 21-1, 21-8; Handbook: 1-14; LA: 23-24, 42-43, 74-75, 88-89, 120-121, 142-143, 152-153, 170-171, 198-199, 222-223, 240-241, 266-267, 286-287, 305-307, 320-321, 344-345, 364-365, 378-379, 414-415, 430-431, 470-471

d. Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data.

N/A 5-8 N/A

e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables.

1-2, 1-5, 1-6, 2-3, 2-6, 2-8, 2-9, 3-5, 3-7, 3-11, 4-1, 4-2, 5-1, 5-4, 6-4, 6-6, 7-3, 7-4, 7-5, 8-2, 8-4, 8-8, 8-9, 8-10, 9-3, 9-5, 9-10, 10-2, 10-8, 10-9, 11-4, 12-2, 12-7, 12-9, 13-4, 13-5, 14-1, 14-6, 14-10, 15-3, 16-2, 16-4, 16-8, 17-3, 18-1, 18-3, 18-5; Handbook: 1-14; LA: 26-27, 52-53, 76-77, 106-107, 122-123, 140-141, 160-161, 188-189, 214-215, 240-241, 266-267, 286-287, 318-319, 336-337, 364-365, 380-381, 406-407, 426-427, 456-457

2-4, 2-5, 3-4, 6-5, 8-7, 9-5, 10-3, 10-9, 11-3, 11-6, 11-9, 12-4, 12-6, 12-10, 15-4, 15-8, 16-3, 16-10, 17-10, 18-2, 18-11; Handbook: 1-14, LA: 36-37, 56-57, 82-83, 132-133, 148-149, 162-163, 200-201, 216-217, 236-237, 264-265, 288-289, 316-317, 340-341, 367-369, 396-397, 418-419, 456-457

1-4, 2-1, 3-8, 4-3, 5-2, 5-4, 5-7, 8-5, 9-3, 9-6, 10-4, 10-6, 11-2, 12-5, 13-3, 14-2, 14-6, 16-2, 16-8, 18-1, 19-4, 20-4, 21-1, 21-8; Handbook: 1-14; LA: 23-24, 42-43, 74-75, 88-89, 120-121, 142-143, 152-153, 170-171, 198-199, 222-223, 240-241, 266-267, 286-287, 305-307, 320-321, 344-345, 364-365, 378-379, 414-415, 430-431, 470-471

f. Apply simple mathematical relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure x area, volume=area x height).

N/A 2-5, 3-6 2-1, 2-2, 12-1, 12-7, 13-1; Appendix: E

g. Distinguish between linear and non-linear relationships on a graph of data. N/A 5-8 N/A

Documents

Concepts and Challenges LIFE, EARTH & PHYSICAL SCIENCEassets.pearsonschool.com/correlations/CA_C_C_Science_6-8.pdf · Concepts and Challenges LIFE, EARTH & PHYSICAL SCIENCE ... (Physical