minnesota academic standards for science, reading, and...
TRANSCRIPT
A Correlation of
© 2011
to the
Minnesota Academic Standards for Science, Reading, and Math
Grades 6-8
Module 6: Ecology and the Environment
Introduction This lesson planner correlation demonstrates the close alignment between Interactive Science, © 2011, Grades 6-8, Module 6: Ecology and the Environment and the Minnesota Academic Standards for Science, (2009), Math (2007), and Reading (2010). This document lists the Interactive Science lessons matched to the corresponding Minnesota standards for science, reading, and math. Three pathways for learning: Reading. Inquiry. Digital. Reading - Interactive Science’s innovative write-in student edition allows students to get all of the content, interactivity, and practice they need between the covers of a single book. Inquiry - Middle Grade Interactive Science features a variety of hands-on and minds-on inquiry options to keep all your students engaged. Digital - Middle Grade Interactive Science features a complete online digital course at MyScienceOnline.com where teachers can set up and manage their class and where students can interact online with active art simulations, directed virtual labs, animated art, and get extra help with myReadingWeb and myScienceCoach features. Leveled Labs and Activities - Interactive Science features a variety of hands-on and minds-on inquiry options to keep all your students engaged. Material kits, lab-mats, and a wide variety of black-line masters provide opportunities for inquiry every day. 6-8 Inquiry - Interactive Science features a variety of hands-on and minds-on inquiry options to keep all your students engaged. Look for the Lab Zone triangle, which indicates it’s time for hands-on inquiry in the Teacher’s Lab Resource. Inquiry Resources include: Material Kits; STEM Activity Handbook; Scenario-Based Investigations; Inquiry Skills Activities; Chapter Activities and Projects; and Virtual Labs. MyScienceOnline.com for students and teachers Student Access - Deliver science lessons to your students where they live in the digital world at MyScienceOnline.com. This "go-to" site for unique online-only activities captures students' attention, keeps them engaged, and makes science relevant. Whether in the class, at home, or on the go, your students can support and extend their learning in a medium they know and enjoy. Engaging Technology includes: My Reading Web; Untamed Science Videos; My Science Coach; Interactive Art; and Planet Diary. Teacher Access - MyScienceOnline.com is the “one-stop-shop” for all your planning, teaching, and assessment needs. This easy-to-manage interface offers every thing you need to manage your class, track progress, customize to your own teaching style, and most of all—reach and teach your students in new and exciting ways. Online Classroom Management includes: Access your eTeacher’s Edition anytime; set up your class online; assign homework online; customize your labs and resources with editable documents, and generate tests track student progress.
Table of Contents
Living Things and the Environment __________________________________________________________________ 1 Populations_______________________________________________________________________________________ 4 Interactions Among Living Things ___________________________________________________________________ 6 Changes in Communities ___________________________________________________________________________ 9 Energy Flow in Ecosystems ________________________________________________________________________ 10 Cycles of Matter __________________________________________________________________________________ 12 Biomes__________________________________________________________________________________________ 15 Aquatic Ecosystems_______________________________________________________________________________ 16 Biogeography ____________________________________________________________________________________ 17 Introduction to Environmental Issues _______________________________________________________________ 18 Introduction to Natural Resources __________________________________________________________________ 20 Human Population Growth _________________________________________________________________________ 22 Forests and Fisheries _____________________________________________________________________________ 24 Biodiversity______________________________________________________________________________________ 27 Conserving Land and Soil __________________________________________________________________________ 30 Waste Disposal and Recycling ______________________________________________________________________ 32 Air Pollution and Solutions_________________________________________________________________________ 35 Water Pollution and Solutions ______________________________________________________________________ 38 Ocean Resources _________________________________________________________________________________ 41 Fossil Fuels ______________________________________________________________________________________ 43 Renewable Sources of Energy ______________________________________________________________________ 45 Energy Use and Conservation ______________________________________________________________________ 47
Pearson’s Interactive Science © 2011, Module 6: Ecology and the Environment and the
Minnesota Academic Standards for Science, Reading, and Math Grades 6-8
Student Edition
Module/ Chapter
Student Edition Lesson
Student Edition
Objective
Minnesota Science Standard
Minnesota Reading Standard
Minnesota Math Standard
Module Six: Ecology and the Environment
Chapter 1 Populations and Communities
7.4.2.1. Natural systems include a variety of organisms that interact with one another in several ways.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Living Things and the Environment
Identify what an organism gets from its environment.
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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
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6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.4.2.1. Natural systems include a variety of organisms that interact with one another in several ways.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Identify biotic and abiotic parts of a habitat.
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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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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.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.4.2.1. Natural systems include a variety of organisms that interact with one another in several ways.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Describe the levels of organization within an ecosystem.
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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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Module/ Standard Standard Standard Lesson Objective Chapter
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.
Populations
Explain the causes of changes in population size.
7.4.4.1. Human activity can change living organisms and ecosystems.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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Module/ Standard Standard Standard Lesson Objective Chapter
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
Identify factors that limit population growth.
7.4.4.1. Human activity can change living organisms and ecosystems.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.4.2.1.2 Compare and contrast the roles of organisms with the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Interactions Among Living Things
Explain how an organism’s adaptations help it survive.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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7.4.2.1.2 Compare and contrast the roles of organisms with the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Describe the competition and predation.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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7.4.2.1.2 Compare and contrast the roles of organisms with the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Identify the three types of symbiotic relationships.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Changes in Communities
Describe the differences between primary and secondary succession.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Chapter 2 Ecosystems and Biomes
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.
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.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Energy Flow in Ecosystems
Name and describe energy roles that organisms play in an ecosystem.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain how energy moves through an ecosystem.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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7.4.2.2. The flow of energy and the recycling of matter are essential to a stable ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Cycles of Matter
Name and describe processes involved in the water cycle.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Module/ Standard Standard Standard Lesson Objective Chapter
7.4.2.2. The flow of energy and the recycling of matter are essential to a stable ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain how carbon and oxygen are recycled.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Module/ Standard Standard Standard Lesson Objective Chapter
7.4.2.2. The flow of energy and the recycling of matter are essential to a stable ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Define and describe the nitrogen cycle.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
7.4.2.1.2 Compare and contrast the roles of organisms with the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Biomes Name the six major biomes found on Earth.
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.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.
7.4.2.1.2 Compare and contrast the roles of organisms with the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Aquatic Ecosystems
Name and describe the two major types of aquatic ecosystems.
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.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Module/ Standard Standard Standard Lesson Objective Chapter
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Biogeography Identify what factors affect species dispersal.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Chapter 3 Resources and Living Things
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Introduction to Environmental Issues
Identify the general categories of environmental issues.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Describe how decision makers balance opposing needs and concerns.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts.
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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Introduction to Natural Resources
Explain what natural resources are and distinguish between renewable and nonrenewable resources.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain why natural resources are important.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Human Population Growth
Explain how the human population has grown over time.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Identify factors that affect the rate of human population growth.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
Forests and Fisheries
Describe how forests can be managed as renewable resources.
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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8.3.4.1.2 Recognize that land and water use practices can 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.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Describe how fisheries can be managed for a sustainable yield.
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1. Human activity can change living organisms and ecosystems.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts. 6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
Biodiversity
Explain the value of biodiversity.
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Identify factors that affect biodiversity.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.4.2.1.2 Compare and contrast the roles of organisms with the following relationships: predator/prey, parasite/host, and producer/consumer/decomposer.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Identify ways that human activity threatens and protects biodiversity.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
Chapter 4 Land, Air, and Water Resources
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Conserving Land and Soil
Tell how people use land.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Describe why soil management is important.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.1.1 Read, write, compare, classify and represent real numbers, and use them to solve problems in various contexts. .
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Waste Disposal and Recycling
Name three methods of solid waste disposal.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Identify ways people can help control the solid waste problem.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
33
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain how hazardous wastes can be safely disposed of.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Air Pollution and Solutions
Identify the causes of indoor and outdoor air pollution.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain the importance of the ozone layer and how it has been damaged.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
36
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain the key to reducing air pollution.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
37
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Water Pollution and Solutions
Explain why fresh water is a limited resource.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
38
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Identify the major sources of water pollution.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
39
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Describe how water pollution can be reduced.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
40
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
7.4.4.1.2 Describe ways that human activities can change the populations and communities in an ecosystem.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
8.3.4.1.2 Recognize that land and water use practices can 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.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Ocean Resources
Identify the ocean’s living and non-living resources.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
41
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
8.3.4.1.2 Recognize that land and water use practices can 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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Identify sources of ocean pollution.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
42
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
Chapter 5 Energy Resources
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Fossil Fuels
Name the three major fossil fuels.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain why fossil fuels are considered nonrenewable resources.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
44
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Renewable Sources of Energy
Identify and describe various renewable sources of energy.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
45
Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Explain how a nuclear power plant produces electricity.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Student Student
Edition Minnesota Science Minnesota Reading Minnesota Math Edition Edition
Module/ Standard Standard Standard Lesson Objective Chapter
6.1.3.4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.2.1 Recognize and represent relationships between varying quantities; translate from one representation to another; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
7.1.3.4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Energy Use and Conservation
Explain how human energy use has changed over time.
8.1.3.4. Current and emerging technologies have enabled humans to develop and use models to understand and communicate how natural and designed systems work and interact.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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Student Edition
Module/ Chapter
Student Edition Lesson
Student Edition
Objective
Minnesota Science Standard
Minnesota Reading Standard
Minnesota Math Standard
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.
6.9.2.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.
Name ways to ensure that there will be enough energy for the future.
6.6.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.