interactive science life, earth, and physical science

A Correlation of

Interactive Science Life, Earth, and Physical Science

Custom Edition Grades 6-8

©2016

To the

Minnesota Academic Standards for Science 6-8

A Correlation of Interactive Science: Life, Earth, Physical Science Grades 6-8 ©2016 to the Minnesota Academic Standards for Science 6-8

2 SE = Student Edition TE = Teacher’s Edition

Table of Contents

Grade 6 .................................................................................................................................................. 3 Grade 7 ................................................................................................................................................ 13 Grade 8 ................................................................................................................................................ 32



Minnesota Academic Standards for Science 6

Interactive Science: Physical Science ©2016

Grade 6 1. The Nature of Science and Engineering2. The Practice of Engineering 1. Engineers create, develop and manufacture machines, structures, processes and systems that impact society and may make humans more productive. 6.1.2.1.1 Identify a common engineered system and evaluate its impact on the daily life of humans. For example: Refrigeration, cell phone, or automobile.

Students evaluate the impacts of engineered systems on daily life throughout the program, with emphasis on the underlying scientific principles. For examples, please see the following: SE/TE: 332, My Planet Diary 348–349, How Does a Cell Phone Work? 350–351, How Does Satellite Communication Work? TE Only: 337, 341 Differentiated Instruction 399B–399F, Lab Investigation: Detecting Fake Coins

6.1.2.1.2 Recognize that there is no perfect design and that new technologies have consequences that may increase some risks and decrease others. For example: Seat belts and airbags.

SE/TE: 300, My Planet Diary 357, Puny Power Plants 404–405, Scenario Investigation: Casting a Vote That Makes Sense 441, Beware of Greenwashing! TE Only: 140, 21st Century Learning 141, Differentiated Instruction 343, Differentiated Instruction

6.1.2.1.3 Describe the trade-offs in using manufactured products in terms of features, performance, durability and cost.

SE/TE: 198–201, STEM Activity: Sail Away 357, Puny Power Plants 404–405, Scenario Investigation: Casting a Vote That Makes Sense 441, Beware of Greenwashing! TE Only: 141, Differentiated Instruction





6.1.2.1.4 Explain the importance of learning from past failures, in order to inform future designs of similar products or systems. For example: Space shuttle or bridge design.

SE/TE: 312, My Planet Diary TE Only: 319, Differentiated Instruction

2. Engineering design is the process of devising products, processes and systems that address a need, capitalize on an opportunity, or solve a specific problem. 6.1.2.2.1 Apply and document an engineering design process that includes identifying criteria and constraints, making representations, testing and evaluation, and refining the design as needed to construct a product or system to solve a problem. For example: Investigate how energy changes from one form to another by designing and constructing a simple roller coaster for a marble.

SE/TE: 6–9, STEM Activity: Crystal Clear 198–201, STEM Activity: Sail Away 202–203, Scenario Investigation: Please Drop In 446–449, STEM Activity: Flipping the Switch 490, The Race To Be Faster TE Only: 155I, Performance Expectation Activity

3. Interactions Among Science, Technology, Engineering, Mathematics and Society 1. Designed and natural systems exist in the world. These systems consist of components that act within the system and interact with other systems. 6.1.3.1.1 Describe a system in terms of its subsystems and parts, as well as its inputs, processes and outputs.

SE/TE: 140–141, Explore the Big Question: How Can Chemical Reactions Generate Speed? 474–475, What Are the Characteristics of a System? 476–479, How Do Models Help Scientists Understand Systems? TE Only: 141, Differentiated Instruction 475, Differentiated Instruction 477, Differentiated Instruction 479D, Key Concept Summary

6.1.3.1.2 Distinguish between open and closed systems. For example: Compare mass before and after a chemical reaction that releases a gas in sealed and open plastic bags.

SE/TE: 137, Open and Closed Systems TE Only: 137, Differentiated Instruction 137, 21st Century Learning





4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact. 6.1.3.4.1 Determine and use appropriate safe procedures, tools, measurements, graphs, and mathematical analyses to describe and investigate natural and designed systems in a physical science context.

All hands-on activities and lab investigations include appropriate safety notes and procedures. SE/TE: 21–23, What Units Are Used to Express Mass and Volume? 24–25, How Is Density Determined? 423–427, How Do You Design an Experiment? 451–452, Why Do Scientists Use a Standard Measurement System? 453–459, What Are Some SI Units of Measure? 461–463, What Math Skills Do Scientists Use? 464–467, What Math Tools Do Scientists Use? 466–467, Explore the Big Question: Adding It Up 469–471, How Do Scientists Use Graphs? 480–484, Why Prepare for a Scientific Investigation? 485, What Should You Do If an Accident Occurs? TE Only: 155I, Performance Expectation Activity 239G–239H, Performance Expectation Activity 269H, Performance Expectation Activity 269J–269I, Performance Expectation Activity 399G, Performance Expectation Activity 425, Differentiated Instruction 453, Differentiated Instruction 459E, Enrich 465, Differentiated Instruction 467E, Enrich 471, Differentiated Instruction 471E, Enrich 482, 21st Century Learning 483, Differentiated Instruction 485E, Enrich





6.1.3.4.2 Demonstrate the conversion of units within the International System of Units (S.I. or metric) and estimate the magnitude of common objects and quantities using metric units.

SE/TE: 21–23, What Units Are Used to Express Mass and Volume? 451–452, Why Do Scientists Use a Standard Measurement System? 452, Do the Math! 453–459, What Are Some SI Units of Measure? TE Only: 453, Differentiated Instruction 459C, Key Concept Summary 459E, Enrich

2. Physical Science 1. Matter 1. Pure substances can be identified by properties which are independent of the sample of the substance and the properties can be explained by a model of matter that is composed of small particles. 6.2.1.1.1 Explain density, dissolving, compression, diffusion and thermal expansion using the particle model of matter.

SE/TE: 24–25, How Is Density Determined? 53, How Do You Describe a Gas? 66–67, How Are Volume and Temperature of a Gas Related? 68–69, How Are Pressure and Volume of a Gas Related? 166–167, How Does a Solution Form? 287, Thermal Expansion 456, Density TE Only: 157, Differentiated Instruction 167C, Key Concept Summary 287C, Key Concept Summary 293B–293F, Lab Investigation: Build Your Own Thermometer 457, Address Misconceptions 459, Differentiated Instruction





2. Substances can undergo physical changes which do not change the composition or the total mass of the substance in a closed system. 6.2.1.2.1 Identify evidence of physical changes, including changing phase or shape, and dissolving in other materials.

SE/TE: 27–28, What Happens to a Substance in a Physical Change? 34–35, Explore the Big Question: Indiana Jane and the Investigation of Matter 126, Changes in Matter TE Only: 27, 21st Century Learning 28, Teacher Demo 28, Professional Development Note 126, Address Misconceptions

6.2.1.2.2 Describe how mass is conserved during a physical change in a closed system. For example: The mass of an ice cube does not change when it melts.

SE/TE: 31, Conservation of Mass

6.2.1.2.3 Use the relationship between heat and the motion and arrangement of particles in solids, liquids and gases to explain melting, freezing, condensation and evaporation.

SE/TE: 46–47, Scenario Investigation: My Glass Is Leaking! 57–58, What Happens to the Particles of a Solid as It Melts? 59–60, What Happens to the Particles of a Liquid as It Vaporizes? 62–63, Explore the Big Question: The Changing States of Water TE Only: 61, Differentiated Instruction 63, Differentiated Instruction 75B–75F, Lab Investigation: Melting Ice 75G, Performance Expectation Activity





2. Motion 1. The motion of an object can be described in terms of speed, direction and change of position. 6.2.2.1.1 Measure and calculate the speed of an object that is traveling in a straight line.

SE/TE: 198–201, STEM Activity: Sail Away

6.2.2.1.2 For an object traveling in a straight line, graph the object’s position as a function of time, and its speed as a function of time. Explain how these graphs describe the object’s motion

SE/TE: 198–201, STEM Activity: Sail Away 205–206, What Is Acceleration?

2. Forces have magnitude and direction and affect the motion of objects. 6.2.2.2.1 Recognize that when the forces acting on an object are balanced, the object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object.

SE/TE: 208–209, How Do Forces Affect Motion? 218–219, What Is Newton's First Law of Motion? TE Only: 209, Differentiated Instruction 209C, Key Concept Summary 225D, Key Concept Summary 239H, Performance Expectation Activity





6.2.2.2.2 Identify the forces acting on an object and describe how the sum of the forces affects the motion of the object. For example: Forces acting on a book on a table or a car on the road.

SE/TE: 202–203, Scenario Investigation: Please Drop In 208–209, How Do Forces Affect Motion? 211–214, What Factors Affect Friction? 215–216, What Factors Affect Gravity? 218–219, What Is Newton's First Law of Motion? 220–221, What Is Newton's Second Law of Motion? 222–223, What Is Newton's Third Law of Motion? 224–225, Explore the Big Question: What Makes a Bug Go Splat? TE Only: 209, Differentiated Instruction 209C, Key Concept Summary 213, Differentiated Instruction 223, Differentiated Instruction 223, 21st Century Learning 223, Teacher Demo 225D, Key Concept Summary 239G–H, Performance Expectation Activity

6.2.2.2.3 Recognize that some forces between objects act when the objects are in direct contact and others, such as magnetic, electrical, and gravitational forces can act from a distance.

SE/TE: 211–214, What Factors Affect Friction? 215–216, What Factors Affect Gravity? 366–367, How Do Magnetic Poles Interact? 369–371, What Is a Magnetic Field's Shape? 371, Apply It! TE Only: 366, Build Inquiry 367, 21st Century Learning 367E, Enrich 370, Address Misconceptions 399H, Performance Expectation Activity





6.2.2.2.4 Distinguish between mass and weight.

SE/TE: 21–22, What Units Are Used to Express Mass and Volume? 217, Weight and Mass TE Only: 23, Differentiated Instruction 25E, Enrich 217, Differentiated Instruction 217, Address Misconceptions 217, Teacher Demo

3. Energy 1. Waves involve the transfer of energy without the transfer of matter. 6.2.3.1.1 Describe properties of waves, including speed, wavelength, frequency and amplitude.

SE/TE: 301–302, What Forms Mechanical Waves? 303–305, What Are the Types of Mechanical Waves? 307–309, What Are the Amplitude, Wavelength, Frequency, and Speed of a Wave? 310, How Are Frequency, Wavelength, and Speed Related? 311, Explore the Big Question: Ride the Waves TE Only: 309, Differentiated Instruction 309, Teacher Demo 311E, Properties of Waves 325I, Performance Expectation Activity

6.2.3.1.2 Explain how the vibration of particles in air and other materials results in the transfer of energy through sound waves.

SE/TE: 304, Longitudinal Waves 304, Apply It!

6.2.3.1.3 Use wave properties of light to explain reflection, refraction and the color spectrum.

SE/TE: 313–315, What Changes the Direction of a Wave? 334, Wave Model of Light 341, Visible Light TE Only: 325J, Performance Expectation Activity 341, 21st Century Learning





2. Energy can be transformed within a system or transferred to other systems or the environment. 6.2.3.2.1 Differentiate between kinetic and potential energy and analyze situations where kinetic energy is converted to potential energy and vice versa.

SE/TE: 244–245, Scenario Investigation: Stuck at the Top 248–251, What Are Two Types of Energy? 260–261, Kinetic and Potential Energy 262–263, Explore the Big Question: Conserving Energy While You Ride TE Only: 245, Extension Activities 251, Differentiated Instruction 251C, Key Concept Summary 251E, Enrich 257C, Key Concept Summary 260, 21st Century Learning 261, Differentiated Instruction 261, Build Inquiry 269I, Performance Expectation Activity





6.2.3.2.2 Trace the changes of energy forms, including thermal, electrical, chemical, mechanical or others as energy is used in devices. For example: A bicycle, light bulb or automobile.

SE/TE: 244–245, Scenario Investigation: Stuck at the Top 252–254, How Can You Find an Object's Mechanical Energy? 255–257, What Are Other Forms of Energy? 258–261, How Are Different Forms of Energy Related? 259, Apply It! 262–263, What Is the Law of Conservation of Energy? 262–263, Explore the Big Question: Conserving Energy While You Ride 380–381, How Is Electrical Energy Transformed Into Mechanical Energy? 384–385, What Does an Electric Motor Do? 387–389, How Can an Electric Current Be Produced in a Conductor? 390–391, How Does a Generator Work? TE Only: 245, Extension Activities 251E, Enrich 256, 21st Century Learning 257, Differentiated Instruction 263, Differentiated Instruction 263C, Key Concept Summary

6.2.3.2.3 Describe how heat energy is transferred in conduction, convection and radiation.

SE/TE: 280–281, How Is Heat Transferred? 282–283, Explore the Big Question: Where Does Heat Transfer on This Beach? 283, Apply It! TE Only: 269J, Performance Expectation Activity 282, 21st Century Learning 283, Differentiated Instruction 283C, Key Concept Summary




Interactive Science: Life Science ©2016

Grade 7

1. The Nature of Science and Engineering1. The Practice of Science 1. Science is a way of knowing about the natural world and is characterized by empirical criteria, logical argument and skeptical review. 7.1.1.1.1 Understand that prior expectations can create bias when conducting scientific investigations. For example: Students often continue to think that air is not matter, even though they have contrary evidence from investigations.

SE/TE: 590, Awareness of Bias TE Only: 590, 21st Century Learning 591, Differentiated Instruction 595F, Enrich

7.1.1.1.2 Understand that when similar investigations give different results, the challenge is to judge whether the differences are significant, and if further studies are required. For example: Use mean and range to analyze the reliability of experimental results

SE/TE: 636, Reasonable and Anomalous Data





2. Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world. 7.1.1.2.1 Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies, controlled experiments, review of existing work, and development of models.

Students form questions and engage in a variety of investigations. SE/TE: 191, There's Something Fishy About This Sushi! 597–598, What Is Scientific Inquiry? 599–603, How Do You Design and Conduct an Experiment? 605, Explore the Big Question: In a Scientist's Shoes TE Only: 39B–39F, Lab Investigation: Please Pass the Bread 39G–39H, Performance Expectation Activity 115I, Performance Expectation Activity 151D–151H, Lab Investigation: Make the Right Call! 357H, Performance Expectation Activity 455D–455H, Lab Investigation: Ready or Not! 537D–537H, Lab Investigation: Ecosystem Food Chains

7.1.1.2.2 Plan and conduct a controlled experiment to test a hypothesis about a relationship between two variables, ensuring that one variable is systematically manipulated, the other is measured and recorded, and any other variables are kept the same (controlled). For example: The effect of various factors on the production of carbon dioxide by plants.

SE/TE: 38, A Recipe for Success 86–89, STEM Activity: Energy Boosters 599–603, How Do You Design and Conduct an Experiment? TE Only: 39B–39F, Lab Investigation: Please Pass the Bread 115D–115H, Lab Investigation: Exhaling Carbon Dioxide 455D–455H, Lab Investigation: Ready or Not! 600, 21st Century Learning 611B–611F, Lab Investigation: Changing Pitch: Conducting Experiments





7.1.1.2.3 Generate a scientific conclusion from an investigation, clearly distinguishing between results (evidence) and conclusions (explanation).

SE/TE: 86–89, STEM Activity: Energy Boosters 592–593, What Is Scientific Reasoning? 602, Drawing Conclusions TE Only: 39B–39F, Lab Investigation: Please Pass the Bread 115D–115H, Lab Investigation: Exhaling Carbon Dioxide 191D–191H, Lab Investigation: How Are Genes on Sex Chromosomes Inherited? 235H, Performance Expectation Activity 291J, Performance Expectation Activity 409G, Performance Expectation Activity 455D–455H, Lab Investigation: Ready or Not! 575D–575H, Lab Investigation: Consequences of Human Activity 603, Differentiated Instruction 611B–611F, Lab Investigation: Changing Pitch: Conducting Experiments

7.1.1.2.4 Evaluate explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, and suggesting alternative explanations.

SE/TE: 38, A Recipe for Success 588–591, What Are the Characteristics of Scientific Thinking? 592–593, What Is Scientific Reasoning? 611, Healing With Magnetism? 665, Caffeine Causes Hallucinations!





3. Interactions Among Science, Technology, Engineering, Mathematics and Society 3. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact. 7.1.3.4.1 Use maps, satellite images and other data sets to describe patterns and make predictions about natural systems in a life science context. For example: Use online data sets to compare wildlife populations or water quality in regions of Minnesota.

SE/TE: 537, Trees: Environmental Factories 601, Collecting and Interpreting Data 640–642, What Are the Different Types of Graphs and How Are They Used? TE Only: 235G, Performance Expectation Activity 357I, Performance Expectation Activity 491I–491J, Performance Expectation Activity 643E, Enrich





7.1.3.4.2 Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in a life science context.

All hands-on activities and lab investigations include appropriate safety notes and procedures. SE/TE: 616–619, STEM Activity: Out of the Corner of Your Eye 620–621, Why Is a Standard Measurement System Important? 622–629, What Are Some SI Units of Measure? 631–633, What Are Some Math Skills Used in Science? 634–637, What Are Some Math Tools Used in Science? 637, Apply It! 638–639, What Kinds of Data Do Graphs Display? 640–643, What Are the Different Types of Graphs and How Are They Used? 649–651, How Are Models of Systems Used? 654–658, Why Prepare for a Scientific Investigation? 655, Apply It! 659, What Should You Do if an Accident Occurs? TE Only: 613, Differentiated Instruction 622, 21st Century Learning 629C, Key Concept Summary 633, 21st Century Learning 637C, Key Concept Summary 640, 21st Century Learning 641, 21st Century Learning 643C, Key Concept Summary 649, Differentiated Instruction 657, Differentiated Instruction 659, Differentiated Instruction 659E, Enrich





2. Physical Science 1. Matter 1. The idea that matter is made up of atoms and molecules provides the basis for understanding the properties of matter. 7.2.1.1.1 Recognize that all substances are composed of one or more of approximately one hundred elements and that the periodic table organizes the elements into groups with similar properties.

SE/TE: 64–65, What Are Elements and Compounds? This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See also Chapter 3: Atoms and Bonding.

7.2.1.1.2 Describe the differences between elements and compounds in terms of atoms and molecules.

SE/TE: 64–65, What Are Elements and Compounds? TE Only: 67, Differentiated Instruction This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See also Chapter 3: Atoms and Bonding.

7.2.1.1.3 Recognize that a chemical equation describes a reaction where pure substances change to produce one or more pure substances whose properties are different from the original substance(s).

SE/TE: 95, The Photosynthesis Equation TE Only: 95, Differentiated Instruction This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See also Chapter 4: Chemical Reactions.





4. Life Science 1. Structure and Function of Living Systems1. Tissues, organs and organ systems are composed of cells and function to serve the needs of all cells for food, air and waste removal. 7.4.1.1.1 Recognize that all cells do not look alike and that specialized cells in multicellular organisms are organized into tissues and organs that perform specialized functions. For example: Nerve cells and skin cells do not look the same because they are part of different organs and have different functions.

SE/TE: 44–45, Scenario Investigation: The Cell Game 62–63, How Do Cells Work Together in an Organism? 364–369, How Is Your Body Organized? 409, From One Cell—Many TE Only: 41, Differentiated Instruction 63, Differentiated Instruction 81G, Performance Expectation Activity 307, Differentiated Instruction 369, Differentiated Instruction 427D, Key Concept Summary





7.4.1.1.2 Describe how the organs in the respiratory, circulatory, digestive, nervous, skin and urinary systems interact to serve the needs of vertebrate organisms.

SE/TE: 305–306, What Is the Role of the Nervous System? 307–309, How Do Nervous Systems Differ? 324–325, Animal Digestion 326–330, How Do Animals Obtain Oxygen? 333, Closed Circulatory Systems 362–363, Scenario Investigation: Working Together Is the Key 364–369, How Is Your Body Organized? 373–375, Which Systems Move Materials in Your Body? 376–377, Which Systems Control Body Functions? 401–403, What Are the Functions and Structures of the Skin? 417–418, What Is the Role of the Nervous System? 419–424, How Do the Parts of Your Nervous System Work? 425–427, What Do Your Senses Do? TE Only: 308, Professional Development Note 309C, Key Concept Summary 403, Make Analogies 403C, Key Concept Summary 409G, Performance Expectation Activity 421, Differentiated Instruction 455I, Performance Expectation Activity





2. All living organisms are composed of one or more cells which carry on the many functions needed to sustain life. 7.4.1.2.1 Recognize that cells carry out life functions, and that these functions are carried out in a similar way in all organisms, including, animals, plants, fungi, bacteria and protists.

SE/TE: 44–45, Scenario Investigation: The Cell Game 46–47, What Are Cells? 48–49, What Is the Cell Theory? 55–57, 60–61, How Do the Parts of a Cell Work? 58–59, Explore the Big Question: Cells in Living Things 70–75, How Do Materials Move Into and Out of Cells? 86–89, STEM Activity: Energy Boosters 93–95, What Happens During Photosynthesis? 96–99, What Is Cellular Respiration? 100–101, What Happens During Fermentation? TE Only: 57, Differentiated Instruction 61, Differentiated Instruction 63D, Key Concept Summary 63F, Enrich 81H, Performance Expectation Activity 98, Address Misconceptions 99, Differentiated Instruction 99, 21st Century Learning

7.4.1.2.2 Recognize that cells repeatedly divide to make more cells for growth and repair.

SE/TE: 102–103, What Are the Functions of Cell Division? 104–109, What Happens During the Cell Cycle? TE Only: 105, Differentiated Instruction





7.4.1.2.3 Use the presence of the cell wall and chloroplasts to distinguish between plant and animal cells. For example: Compare microscopic views of plant cells and animal cells.

SE/TE: 55, Cell Wall 58–59, Explore the Big Question: Cells in Living Things 61, Chloroplasts 244, Plant Cells TE Only: 55, Make Analogies 59, Differentiated Instruction 63F, Enrich 245, Differentiated Instruction

2. Interdependence Among Living Systems1. Natural systems include a variety of organisms that interact with one another in several ways. 7.4.2.1.1 Identify a variety of populations and communities in an ecosystem and describe the relationships among the populations and communities in a stable ecosystem.

SE/TE: 466–467, How Is an Ecosystem Organized? 466–467, Explore the Big Question: Ecological Organization 479–482, What Are Competition and Predation? 483–485, What Are the Three Types of Symbiosis? 485, Apply It! TE Only: 479, Make Analogies 480, Address Misconceptions 483, Differentiated Instruction 485, Differentiated Instruction 485D, Key Concept Summary 485F, Enrich 491J, Performance Expectation Activity 515, Differentiated Instruction





7.4.2.1.2 Compare and contrast the roles of organisms within the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer.

SE/TE: 480–482, Predation 484, Parasitism 485, Apply It! 501–503, What Are the Energy Roles in an Ecosystem? TE Only: 481, Differentiated Instruction 484, 21st Century Learning 485, Differentiated Instruction 485D, Key Concept Summary 485F, Enrich 503, Differentiated Instruction 509C, Key Concept Summary

7.4.2.1.3 Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition.

SE/TE: 473–475, What Factors Limit Population Growth? 475, Apply It! 482, Do the Math! 500, My Planet Diary 518–527, What Are the Six Major Biomes? TE Only: 474, Make Analogies 475, Differentiated Instruction 475E, Enrich 483, Differentiated Instruction 491D–491H, Lab Investigation: World in a Bottle 491I, Performance Expectation Activity 537D–537H, Lab Investigation: Ecosystem Food Chains





2. The flow of energy and the recycling of matter are essential to a stable ecosystem. 7.4.2.2.1 Recognize that producers use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.

SE/TE: 91–92, How Do Living Things Get Energy From the Sun? 93–95, What Happens During Photosynthesis? 99, Comparing Two Energy Processes 501, Producers TE Only: 95, Differentiated Instruction 95C, Key Concept Summary

7.4.2.2.2 Describe the roles and relationships among producers, consumers, and decomposers in changing energy from one form to another in a food web within an ecosystem.

SE/TE: 501–503, What Are the Energy Roles in an Ecosystem? 504–507, How Does Energy Move Through an Ecosystem? 504, Apply It! 507, Do the Math! 516–517, Explore the Big Question: Cycles of Matter 542–543, Scenario Investigation: Fantasy Food Chain TE Only: 115I, Performance Expectation Activity 491K/537J/575J, Performance Expectation Activity 503, Differentiated Instruction 504, Address Misconceptions 505, Differentiated Instruction 506, Build Inquiry 507, Differentiated Instruction 509C, Key Concept Summary 509E, Enrich 537D–537H, Lab Investigation: Ecosystem Food Chains





7.4.2.2.3 Explain that the total amount of matter in an ecosystem remains the same as it is transferred between organisms and their physical environment, even though its form and location change. For example: Construct a food web to trace the flow of matter in an ecosystem.

SE/TE: 503, Decomposers 512–513, How Are the Carbon and Oxygen Cycles Related? 514–515, How Does Nitrogen Cycle Through the Ecosystem? 516–517, Explore the Big Question: Cycles of Matter TE Only: 491K/537J/575J, Performance Expectation Activity 513, Build Inquiry 513, Differentiated Instruction 517, Differentiated Instruction 537I, Performance Expectation Activity





3. Evolution in Living Systems 1. Reproduction is a characteristic of all organisms and is essential for the continuation of a species. Hereditary information is contained in genes which are inherited through asexual or sexual reproduction. 7.4.3.1.1 Recognize that cells contain genes and that each gene carries a single unit of information that either alone, or with other genes, determines the inherited traits of an organism.

SE/TE: 125–127, How Do Alleles Affect Inheritance? 132–133, What Are Phenotype and Genotype? 134–136, How Are Most Traits Inherited? 138–139, Explore the Big Question: Patterns of Inheritance 141–143, How Are Chromosomes, Genes, and Inheritance Related? 174–176, What Are Some Patterns of Human Inheritance? 177–179, What Are the Functions of the Sex Chromosomes? TE Only: 127C, Key Concept Summary 127E, Enrich 139C, Key Concept Summary 139E, Enrich 143, Differentiated Instruction 176, Make Analogies 177, Differentiated Instruction 178, 21st Century Learning 179, Differentiated Instruction 179, Build Inquiry 179C, Key Concept Summary 191D–191H, Lab Investigation: How Are Genes on Sex Chromosomes Inherited?





7.4.3.1.2 Recognize that in asexually reproducing organisms all the genes come from a single parent, and that in sexually reproducing organisms about half of the genes come from each parent.

SE/TE: 122–124, What Did Mendel Observe? 125–127, How Do Alleles Affect Inheritance? 127, Apply It! 128–131, How Is Probability Related to Inheritance? 133, Apply It! 141–143, How Are Chromosomes, Genes, and Inheritance Related? 144–145, What Happens During Meiosis? 151, Seeing Spots 270, How Do Plants Reproduce? 271, Apply It! 335–339, How Do Animals Reproduce? TE Only: 125, Differentiated Instruction 126, Teacher Demo 127E, Enrich 130, Make Analogies 130, Professional Development Note 131, Teacher Demo 131, 21st Century Learning 133, Differentiated Instruction 133C, Key Concept Summary 133E, Enrich 143, Differentiated Instruction 145C, Key Concept Summary 145E, Enrich 151D–151H, Lab Investigation: Make the Right Call! 151I, Performance Expectation Activity 337, Differentiated Instruction





7.4.3.1.3 Distinguish between characteristics of organisms that are inherited and those acquired through environmental influences.

SE/TE: 137–139, How Do Genes and the Environment Interact? 138–139, Explore the Big Question: Patterns of Inheritance 150, Nature Vs. Nurture TE Only: 137, 21st Century Learning 139, Differentiated Instruction

2. Individual organisms with certain traits in particular environments are more likely than others to survive and have offspring. 7.4.3.2.1 Explain how the fossil record documents the appearance, diversification and extinction of many life forms.

SE/TE: 202–203, What Do Fossils Show? 211, Fossils 220, My Planet Diary 221, Fossils 226–227, What Patterns Describe the Rate of Evolution? TE Only: 202, Professional Development Note 203, Differentiated Instruction 203D, Key Concept Summary 203F, Enrich 235G, Performance Expectation Activity

7.4.3.2.2 Use internal and external anatomical structures to compare and infer relationships between living organisms as well as those in the fossil record.

SE/TE: 211, Fossils 220, My Planet Diary 221–223, What Evidence Supports Evolution? 235, Walking Whales? TE Only: 222, Build Inquiry 223, Differentiated Instruction 235H, Performance Expectation Activity





7.4.3.2.3 Recognize that variation exists in every population and describe how a variation can help or hinder an organism’s ability to survive.

SE/TE: 196–197, Scenario Investigation: Worms Under Attack! 216–219, What Is Natural Selection? 224, My Planet Diary 234, Science and Society: The Incredible Shrinking Fish 560, Genetic Diversity 560, Apply It! TE Only: 235I, Performance Expectation Activity

7.4.3.2.4 Recognize that extinction is a common event and it can occur when the environment changes and a population's ability to adapt is insufficient to allow its survival.

SE/TE: 226–227, What Patterns Describe the Rate of Evolution? 477, Natural Selection 561, Extinction of Species TE Only: 560, Address Misconceptions 561, Differentiated Instruction

4. Human Interactions with Living Systems1. Human activity can change living organisms and ecosystems. 7.4.4.1.1 Describe examples where selective breeding has resulted in new varieties of cultivated plants and particular traits in domesticated animals.

SE/TE: 180, My Planet Diary 181–182, Selective Breeding 183, Do the Math! 214, Apply It! 215, Artificial Selection TE Only: 181, 21st Century Learning 182, Build Inquiry 191J, Performance Expectation Activity 215, Differentiated Instruction





7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.

SE/TE: 475, Do the Math! 508–509, How Do Human Activities Affect Ecosystems? 508, Do the Math! 553–555, How Do Human Activities Affect Ecosystems? 562–565, How Do Humans Affect Biodiversity? 564–565, Explore the Big Question: Life in a Coral Reef 568, Apply It! 574, Endangered No More 575, Recovering from the Dust Bowl TE Only: 485F, Enrich 508, 21st Century Learning 514, 21st Century Learning 549, Differentiated Instruction 553, Differentiated Instruction 554, Differentiated Instruction 555D, Key Concept Summary 555F, Enrich 562, Make Analogies 563, Differentiated Instruction 565, Differentiated Instruction 565D, Key Concept Summary 575D–575H, Lab Investigation: Consequences of Human Activity 575K, Performance Expectation Activity





2. Human beings are constantly interacting with other organisms that cause disease. 7.4.4.2.1 Explain how viruses, bacteria, fungi and parasites may infect the human body and interfere with normal body functions.

SE/TE: 39, Are You Going to Eat That? 383, Fighting Disease

7.4.4.2.2 Recognize that a microorganism can cause specific diseases and that there are a variety of medicines available that can be used to combat a given microorganism.

For supporting content, please see: TE Only: 383, Differentiated Instruction

7.4.4.2.3 Recognize that vaccines induce the body to build immunity to a disease without actually causing the disease itself.

For supporting content, please see: TE Only: 383, Differentiated Instruction

7.4.4.2.4 Recognize that the human immune system protects against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise from within.

SE/TE: 383, Fighting Disease TE Only: 383, Differentiated Instruction




Interactive Science: Earth Science ©2016

Grade 8 1. The Nature of Science and Engineering1. The Practice of Science 1. Science is a way of knowing about the natural world and is characterized by empirical criteria, logical argument and skeptical review. 8.1.1.1.1 Evaluate the reasoning in arguments in which fact and opinion are intermingled or when conclusions do not follow logically from the evidence given. For example: Evaluate the use of pH in advertising products such as body care and gardening.

SE/TE: 554–555, Scenario Investigation: Bias, Anyone? 566–569, What Is Scientific Reasoning? 566, Apply It! 65, What Do the Toads Know? 167, Frozen Evidence

2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural and engineered world and investigate phenomena. 8.1.1.2.1 Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence.

SE/TE: 6–7, Scenario Investigation: Flight 7084 to Barcelona 34–37, STEM Activity: Shake, Rattle, and Roll 256, A Pearl of a Solution 262–263, Scenario Investigation: Mile-High Baseball 496–499, STEM Activity: It's All Water Under the Dam 557–561, What Skills Do Scientists Use? 559, Do the Math! 563–565, What Attitudes Help You Think Scientifically? 566–569, What Is Scientific Reasoning? 618–621, How Are Models of Systems Used? TE Only: 95G–95H, Performance Expectation Activity 167G, Performance Expectation Activity 203G–203H, Performance Expectation Activity 303H, Performance Expectation Activity 395I, Performance Expectation Activity 439G, Performance Expectation Activity 561, Differentiated Instruction 567, Build Inquiry 619, 21st Century Learning 621, Build Inquiry





3. Interactions Among Science, Technology, Engineering, Mathematics and Society 2. Men and women throughout the history of all cultures, including Minnesota American Indian tribes and communities, have been involved in engineering design and scientific inquiry. 8.1.3.2.1 Describe examples of important contributions to the advancement of science, engineering and technology made by individuals representing different groups and cultures at different times in history.

SE/TE: 95, The Plant Doctor 126, My Planet Diary 257, What Was Fort Miami? 264, My Planet Diary 402, My Planet Diary 411, The History of the Calendar 438, Keeping Track of Time 450–451, How Did the Heliocentric Model Develop? 506, My Planet Diary

3. Science and engineering operate in the context of society and both influence and are influenced by this context. 8.1.3.3.1 Explain how scientific laws and engineering principles, as well as economic, political, social, and ethical expectations, must be taken into account in designing engineering solutions or conducting scientific investigations.

SE/TE: 303, Plugging Into the Jet Stream 504–505, How Are Environmental Decisions Made? 504, Apply It! 564, Ethics 579, What Are Scientific Laws and Theories? TE Only: 521, Differentiated Instruction

8.1.3.3.2 Understand that scientific knowledge is always changing as new technologies and information enhance observations and analysis of data. For example: Analyze how new telescopes have provided new information about the universe.

SE/TE: 28, Alvin 2.0: An Extreme Makeover 302, The Aura Mission 303, Up, Up, and Away! 344, Using Technology 430, My Planet Diary 450–451, How Did the Heliocentric Model Develop? TE Only: 14, Support the Big Question





8.1.3.3.3 Provide examples of how advances in technology have impacted how people live, work and interact.

SE/TE: 64, Seismic-Safe Buildings 94, Hasta La Vista, Regular Concrete 95, The Plant Doctor 193, How Has Energy Use Changed Over Time? 202, How Low Is Low Impact? 439, Space Spinoffs TE Only: 185, Differentiated Instruction 197, Differentiated Instruction

4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact. 8.1.3.4.1 Use maps, satellite images and other data sets to describe patterns and make predictions about local and global systems in Earth science contexts. For example: Use data or satellite images to identify locations of earthquakes and volcanoes, ocean surface temperatures, or weather patterns.

SE/TE: 57–59, What Patterns Do Seismographic Data Reveal? 57, Apply It! 256, A Pearl of a Solution 308–309, Scenario Investigation: Predicting the Weather Is No Sport 345–347, What Can You Learn From Weather Maps? 347, Explore the Big Question: Predicting the Weather 358–359, Scenario Investigation: What Causes Our Climate? 516, Apply It! TE Only: 29G, Performance Expectation Activity 59E, Enrich 65I, Performance Expectation Activity 303G–303H, Performance Expectation Activity 353B–353F, Reading a Weather Map





8.1.3.4.2 Determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in Earth and physical science contexts.

All hands-on activities and lab investigations include appropriate safety notes and procedures. SE/TE: 590–591, Scenario Investigation: Messy Data 594–601, What Are Some SI Units of Measure? 606–609, What Math Tools Do Scientists Use? 608–609, Explore the Big Question: Turtle Turf 610–611, What Kinds of Data Do Line Graphs Display? 612–613, Why Are Line Graphs Powerful Tools? 618–621, How Are Models of Systems Used? 623–626, Why Prepare for a Laboratory Investigation? 626, Apply It! 627, What Should You Do if an Accident Occurs? TE Only: 597, 21st Century Learning 609, Differentiated Instruction 613, Differentiated Instruction 627, Differentiated Instruction





2. Physical Science 1. Matter 1. Pure substances can be identified by properties which are independent of the sample of the substance and the properties can be explained by a model of matter that is composed of small particles. 8.2.1.1.1 Distinguish between a mixture and a pure substance and use physical properties including color, solubility, density, melting point and boiling point to separate mixtures and identify pure substances.

This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See Chapter 1: Introduction to Matter.

8.2.1.1.2 Use physical properties to distinguish between metals and nonmetals.

This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See Chapter 3: Atoms and Bonding.

2. Substances can undergo physical and chemical changes which may change the properties of the substance but do not change the total mass in a closed system. 8.2.1.2.1 Identify evidence of chemical changes, including color change, gas evolution, solid formation and temperature change.

TE Only: 76, Support the Big Question 77, Teacher Demo This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See Chapter 4: Chemical Reactions.

8.2.1.2.2 Distinguish between chemical and physical changes in matter.

SE/TE: 74–77, What Causes Weathering? TE Only: 76, Support the Big Question 77, Differentiated Instruction 77, 21st Century Learning 77, Teacher Demo 79D, Key Concept Summary This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See Chapter 4: Chemical Reactions.

8.2.1.2.3 Use the particle model of matter to explain how mass is conserved during physical and chemical changes in a closed system.

This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See Chapter 4: Chemical Reactions.





8.2.1.2.4 Recognize that acids are compounds whose properties include a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water.

This standard is fully addressed in Interactive Science ©2016, Custom Edition: Physical Science. See Chapter 5: Acids, Bases, and Solutions.

3. Energy 1. Waves involve the transfer of energy without the transfer of matter. 8.2.3.1.1 Explain how seismic waves transfer energy through the layers of the Earth and across its surface.

SE/TE: 34–37, STEM Activity: Shake, Rattle, and Roll 47–49, What Are Seismic Waves? 47, Apply It! TE Only: 49, Teacher Demo

3. Earth Science 1. Earth Structure and Processes 1. The movement of tectonic plates results from interactions among the lithosphere, mantle, and core. 8.3.1.1.1 Recognize that the Earth is composed of layers, and describe the properties of the layers, including the lithosphere, mantle and core.

SE/TE: 147, How Did Earth Form? 469, Earth TE Only: 469, Differentiated Instruction

8.3.1.1.2 Correlate the distribution of ocean trenches, mid-ocean ridges and mountain ranges to volcanic and seismic activity.

SE/TE: 21–23, Plate Boundaries 22–23, Explore the Big Question: Earth's Changing Crust 57–59, What Patterns Do Seismographic Data Reveal? 58–59, Explore the Big Question: Earthquakes and Plate Tectonics TE Only: 59, Differentiated Instruction 59C, Key Concept Summary





8.3.1.1.3 Recognize that major geological events, such as earthquakes, volcanic eruptions and mountain building, result from the slow movement of tectonic plates.

SE/TE: 18–23, What Is the Theory of Plate Tectonics? 22–23, Explore the Big Question: Earth's Changing Crust 29, Hot Science: An Ocean Is Born 42–45, How Does Plate Movement Create New Landforms? 47, Causes of Earthquakes 57–59, What Patterns Do Seismographic Data Reveal? 58–59, Explore the Big Question: Earthquakes and Plate Tectonics TE Only: 17F, Enrich 22, Build Inquiry 22, 21st Century Learning 23, Differentiated Instruction 23C, Key Concept Summary 43, Differentiated Instruction





2. Landforms are the result of the combination of constructive and destructive processes. 8.3.1.2.1 Explain how landforms result from the processes of crustal deformation, volcanic eruptions, weathering, erosion and deposition of sediment.

SE/TE: 22, Convergent Boundaries 22–23, Explore the Big Question: Earth's Changing Crust 42–45, How Does Plate Movement Create New Landforms? 100–101, Scenario Investigation: Dunwich Is Done 102–103, What Processes Wear Down and Build Up Earth's Surface? 109–115, What Land Features Are Formed by Water Erosion and Deposition? 113–115, Explore the Big Question: Rolling Through the Hills 118, Apply It! 119–121, How Do Glaciers Cause Erosion and Deposition? 122–125, How Do Waves Cause Erosion and Deposition? 126–129, How Does Wind Cause Erosion and Deposition? 244–245, How Do Waves Affect the Shore? TE Only: 43, Differentiated Instruction 45, Differentiated Instruction 45, 21st Century Learning 95H/135H, Performance Expectation Activity 112, Build Inquiry 115, Differentiated Instruction 121C, Key Concept Summary 125C, Key Concept Summary 129C, Key Concept Summary 129E, Enrich 245C, Key Concept Summary

8.3.1.2.2 Explain the role of weathering, erosion and glacial activity in shaping Minnesota's current landscape.

SE/TE: 72-73, 74-76, 78-79, 102-104, 114-115, 514-515





3. Rocks and rock formations indicate evidence of the materials and conditions that produced them. 8.3.1.3.1 Interpret successive layers of sedimentary rocks and their fossils to infer relative ages of rock sequences, past geologic events, changes in environmental conditions, and the appearance and extinction of life forms.

SE/TE: 8–11, What Was Wegener's Hypothesis About the Continents? 143–145, What Is the Geologic Time Scale? 378–379, How Do Scientists Study Ancient Climates? TE Only: 11, Teacher Demo 11E, Enrich 29G, Performance Expectation Activity 145E, Enrich 161F, Enrich 167B–167F, Lab Investigation: Exploring Geologic Time Through Core Samples 167G, Performance Expectation Activity

8.3.1.3.2 Classify and identify rocks and minerals using characteristics including, but not limited to, density, hardness and streak for minerals; and texture and composition for rocks.

For supporting content, please see: SE/TE: 164, Apply the Big Question TE Only: 167G, History of Earth

8.3.1.3.3 Relate rock composition and texture to physical conditions at the time of formation of igneous, sedimentary and metamorphic rock.

TE Only: 167B-167F, Exploring Geologic Time through Core Samples 167G, History of Earth See also, supporting content: SE/TE: 160-161, Geologic History 164, Apply the Big Question TE Only: 145E, Enrich





2. Interdependence Within the Earth system1. The sun is the principal external energy source for the Earth. 8.3.2.1.1 Explain how the combination of the Earth's tilted axis and revolution around the sun causes the progression of seasons.

SE/TE: 400–401, Scenario Investigation: Smearing Causes Seasons 412–415, What Causes Seasons? TE Only: 401, Extension Activities 413, Build Inquiry 413, Differentiated Instruction 415, Differentiated Instruction 415C, Key Concept Summary 439B–439F, Lab Investigation: Reasons for the Seasons 439G, Performance Expectation Activity

8.3.2.1.2 Recognize that oceans have a major effect on global climate because water in the oceans holds a large amount of heat.

SE/TE: 360, My Planet Diary 364, Distance From Large Bodies of Water 364, Apply It! 365, Ocean Currents TE Only: 364, Build Inquiry





8.3.2.1.3 Explain how heating of Earth's surface and atmosphere by the sun drives convection within the atmosphere and hydrosphere producing winds, ocean currents and the water cycle, as well as influencing global climate.

SE/TE: 216–217, What Is the Water Cycle? 250–251, What Causes Deep Currents? 288–289, How Is Heat Transferred? 291, What Causes Winds? 293–296, How Do Local Winds and Global Winds Differ? 297, Explore the Big Question: Parts of the Atmosphere 365, Ocean Currents TE Only: 217, Differentiated Instruction 217D, Key Concept Summary 257G, Performance Expectation Activity 297C, Key Concept Summary 303B–303F, Lab Investigation: Heating Earth's Surface 303H/353H/395G, Performance Expectation Activity

2. Patterns of atmospheric movement influence global climate and local weather. 8.3.2.2.1 Describe how the composition and structure of the Earth's atmosphere affects energy absorption, climate, and the distribution of particulates and gases. For example: Certain gases contribute to the greenhouse effect.

SE/TE: 264–266, What Is the Composition of Earth's Atmosphere? 267, How Is the Atmosphere a System? 276–279, What Are the Characteristics of the Atmosphere's Layers? 282–285, What Happens to the Sun's Energy When It Reaches Earth? 288–289, How Is Heat Transferred? 297, Explore the Big Question: Parts of the Atmosphere 363, Altitude 376, Highlands TE Only: 277, Address Misconceptions 279, Differentiated Instruction 285, Differentiated Instruction 285C, Key Concept Summary 363, Teacher Demo 377, Differentiated Instruction





8.3.2.2.2 Analyze changes in wind direction, temperature, humidity and air pressure and relate them to fronts and pressure systems.

SE/TE: 293, Local Winds 308–309, Scenario Investigation: Predicting the Weather Is No Sport 325–327, What Are the Major Air Masses? 328–329, What Are the Main Types of Fronts? 330–331, What Weather Do Cyclones and Anticyclones Bring? 331, Apply It! 333–339, How Do the Different Types of Storms Form? TE Only: 273F, Enrich 329, Differentiated Instruction 331D, Key Concept Summary 335, Differentiated Instruction 339, Differentiated Instruction 353G, Performance Expectation Activity

8.3.2.2.3 Relate global weather patterns to patterns in regional and local weather.

SE/TE: 308–309, Scenario Investigation: Predicting the Weather Is No Sport 358–359, What Causes Our Climate? TE Only: 353G, Performance Expectation Activity





3. Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans and atmosphere in what is known as the water cycle. 8.3.2.3.1 Describe the location, composition and use of major water reservoirs on the Earth, and the transfer of water among them.

SE/TE: 208–211, STEM Activity: I Wouldn't Drink That! 214–215, Where Is Water Found? 214, Do the Math! 216–217, What Is the Water Cycle? 219–221, What Is a River System? 222–223, What Are Ponds and Lakes? 225, Explore the Big Question: An Endless Cycle 227–228, How Does Water Move Underground? 229–231, How Do People Use Groundwater? 232–235, How Do Conditions Vary in Earth's Oceans? 536–537, Why Is Fresh Water a Limited Resource? TE Only: 215, Differentiated Instruction 217, Differentiated Instruction 225F, Enrich 231C, Key Concept Summary 235, Differentiated Instruction 237E, Enrich

8.3.2.3.2 Describe how the water cycle distributes materials and purifies water. For example: Dissolved gases can change the chemical composition of substances on Earth. Another example: Waterborne disease.

SE/TE: 216–217, What Is the Water Cycle? 225, Explore the Big Question: An Endless Cycle 310–311, How Does Water Move Through the Atmosphere? 537, Renewing the Supply TE Only: 217D, Key Concept Summary 217F, Enrich 257B–257F, Lab Investigation: Water From Trees 257G, Performance Expectation Activity





3. The Universe 1. The Earth is the third planet from the sun in a system that includes the moon, the sun seven other planets and their moons and smaller objects. 8.3.3.1.1 Recognize that the sun is a medium sized star, one of billions of stars in the Milky Way galaxy, and the closest star to Earth.

SE/TE: 453, What Makes Up the Solar System?

8.3.3.1.2 Describe how gravity and inertia keep most objects in the solar system in regular and predictable motion.

SE/TE: 418–419, What Keeps Objects in Orbit? TE Only: 419C, Key Concept Summary

8.3.3.1.3 Recognize that gravitational force exists between any two objects and describe how the masses of the objects and distance between them affect the force.

SE/TE: 416–417, What Determines Gravity? 419, Do the Math! TE Only: 419C, Key Concept Summary 419E, Enrich





8.3.3.1.4 Compare and contrast the sizes, locations, and compositions of the planets and moons in our solar system.

SE/TE: 431–433, What Is the Moon Like? 444–447, STEM Activity: Life on Mars 453–455, What Makes Up the Solar System? 456–457, How Did the Solar System Form? 457, Explore the Big Question: Solve the Solar System 465, What Do the Inner Planets Have in Common? 466–471, What Are the Characteristics of the Inner Planets? 472–473, What Do the Outer Planets Have in Common? 474–479, What Are the Characteristics of Each Outer Planet? TE Only: 433, Differentiated Instruction 433C, Key Concept Summary 454, Professional Development Note 467, Differentiated Instruction 471C, Key Concept Summary 475, Differentiated Instruction 477, Teacher Demo 479C, Key Concept Summary 491B–491F, Lab Investigation: Speeding Around the Sun 491I, Performance Expectation Activity





8.3.3.1.5 Use the predictable motions of the Earth around its own axis and around the sun, and of the moon around the Earth, to explain day length, the phases of the moon, and eclipses.

SE/TE: 409–411, How Does the Earth Move? 412–415, What Causes Seasons? 420–422, What Causes the Moon's Phases? 422, Apply It! 423–424, What Are Eclipses? 425, Explore the Big Question: Seasons and Shadows TE Only: 401, Extension Activities 415, Differentiates Instruction 415C, Key Concept Summary 424, Professional Development Note 425, Differentiated Instruction 425C, Key Concept Summary 439G, Performance Expectation Activity

4. Human Interactions with Earth Systems1. In order to maintain and improve their existence humans interact with and influence Earth systems. 8.3.4.1.1 Describe how mineral and fossil fuel resources have formed over millions of years, and explain why these resources are finite and non-renewable over human time frames.

SE/TE: 175–180, What Are the Three Major Fossil Fuels? 181, Why Are Fossil Fuels Nonrenewable Resources? 508, Nonrenewable Resources TE Only: 177, Build Inquiry 179, Differentiated Instruction 203G, Performance Expectation Activity 509, Differentiated Instruction





8.3.4.1.2 Recognize that land and water use practices affect natural processes and that natural processes interfere and interact with human systems. For example: Levees change the natural flooding process of a river. Another example: Agricultural runoff influences natural systems far from the source.

SE/TE: 86, My Planet Diary 87–88, How Can Soil Lose Its Value? 89, How Can Soil Be Conserved? 107, Runoff 126, My Planet Diary 134, Floodwater Fallout 224, How Can Lakes Change? 256, A Pearl of a Solution 283, Apply It! 322–323, What Are the Causes and Effects of Floods and Droughts? 496–499, It's All Water Under the Dam 514–517, Why Is Soil Management Important? 516, Apply It! 538–539, What Are the Major Sources of Water Pollution? TE Only: 89, 21st Century Learning 89, Differentiated Instruction 89E, Enrich 110, Professional Development Note 225, Differentiated Instruction 225F, Enrich 323, 21st Century Learning 323, Differentiated Instruction 395H–395I, Performance Expectation Activity 517E, Enrich 539, Differentiated Instruction

interactive science life, earth, and physical science

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