Organization: Pearson Education
Product Name: Elevate Science Florida Life Science
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-4296ede5-4892-3b53-85b2-589640a5a14e
Timestamp:  Tuesday, May 29, 2018 10:52 AM EDT
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

-----    VALID!    -----
Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Sort common animals by their physical characteristics. - SC.6.L.15.Su.a
Recognize what is tested in a simple experiment (dependent variable). - SC.7.N.1.Su.b
Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. - SC.7.N.3.1
Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? - SC.7.N.1.Su.c
Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. - SC.7.L.15.2
Recognize that science includes different areas, such as life science, earth and space science, and physical science. - SC.7.N.1.Su.d
Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. - SC.6.L.15.1
Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. - SC.7.L.15.1
Identify the benefits and limitations of the use of scientific models. - SC.7.N.3.2
Recognize that scientific knowledge is based on evidence and observations. - SC.7.N.1.Su.e
Identify that scientific knowledge is based on a large body of evidence and observations. - SC.7.N.1.In.e
Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. - SC.6.L.15.In.a
Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. - SC.7.N.1.In.d
Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? - SC.7.N.1.In.c
Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. - SC.7.N.1.Su.a
Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. - SC.7.N.1.In.b
Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. - SC.7.N.1.In.a
Identify an example of a change in scientific knowledge based on new evidence or new interpretations. - SC.7.N.2.In.a
Recognize that plant and animal cells have different parts and each part has a function. - SC.6.L.14.In.d
Recognize that bacteria and viruses can infect the human body. - SC.6.L.14.In.e
Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. - SC.6.L.14.In.b
Identify that cells carry out important functions within an organism, such as using energy from food. - SC.6.L.14.In.c
Identify fossils as parts of animals and plants that are no longer alive. - SC.7.L.15.Su.a
Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. - SC.7.L.15.Su.b
Identify how the major structures of plants and organs of animals work as parts of larger systems, such as the heart is part of the circulatory system that pumps blood. - SC.6.L.14.In.a
Recognize an example of a change in scientific knowledge based on new evidence. - SC.7.N.2.Su.a
The scientific theory of evolution is supported by multiple forms of evidence. - SC.6.L.15.B
Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. - SC.7.L.16.C
Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. - SC.7.L.16.B
Natural Selection is a primary mechanism leading to change over time in organisms. - SC.6.L.15.C
Explain extinction and give examples. - SC.7.L.15.In.c
Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. - SC.7.L.15.In.b
Recognize that fossils help people learn about living things that lived a very long time ago. - SC.7.L.15.In.a
Reproduction is characteristic of living things and is essential for the survival of species. - SC.7.L.16.A
The scientific theory of evolution is the organizing principle of life science. - SC.6.L.15.A
Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. - SC.7.L.16.3
Recognize that animals, including humans, use energy from food. - SC.6.L.14.Su.c
Identify ways to prevent infection from bacteria and viruses, such as hand washing. - SC.6.L.14.Su.d
Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. - SC.7.L.16.2
Identify the major internal organs of animals and external structures of plants and their functions. - SC.6.L.14.Su.a
Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. - SC.6.L.14.Su.b
Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. - SC.7.L.16.4
Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. - SC.7.N.2.1
Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. - SC.7.L.17.Su.a
Associate objects and activities with science. - SC.7.N.1.Pa.c
Scientific knowledge is durable and robust, but open to change. - SC.7.N.2.B
Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. - SC.7.N.2.A
Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. - SC.7.N.2.C
Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). - SC.7.L.17.In.a
Recognize that living things compete with each other to get the things they need to live in their local environment. - SC.7.L.17.In.c
Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). - SC.7.L.17.In.b
Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. - SC.7.N.1.Pa.a
Recognize observable changes in a simple experiment, such as plant growth. - SC.7.N.1.Pa.b
Identify how a lack of food, water, or shelter affects plants and animals in their habitats. - SC.7.L.17.Su.c
Recognize that the human body is made up of various parts. - SC.6.L.14.Pa.a
Matter and energy are recycled through cycles such as the carbon cycle. - SC.8.L.18.C
Recognize body parts related to basic needs, such as mouth for eating. - SC.6.L.14.Pa.c
Natural Selection is a primary mechanism leading to change over time in organisms. - SC.7.L.15.C
Identify basic needs of plants and animals. - SC.6.L.14.Pa.b
Living things all share basic needs for life. - SC.8.L.18.A
Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). - SC.8.L.18.B
Recognize practices that keep the body free from infection, such as hand washing. - SC.6.L.14.Pa.d
Recognize that scientific theories and laws are supported by evidence. - SC.7.N.3.Su.a
Recognize a personal characteristic, such as hair color, that is different from the parents. - SC.7.L.15.Pa.b
Recognize a benefit of using a model to explain how things work. - SC.7.N.3.Su.b
The scientific theory of evolution is supported by multiple forms of evidence. - SC.7.L.15.B
The scientific theory of evolution is the organizing principle of life science. - SC.7.L.15.A
Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. - SC.8.L.18.3
Identify a benefit of using a model to explain how things work. - SC.7.N.3.In.b
Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. - SC.8.L.18.4
Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. - SC.7.N.3.In.a
Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. - SC.7.L.15.3
Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. - SC.8.L.18.1
Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. - SC.7.N.1.1
Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. - SC.8.L.18.2
Recognize that living things can die. - SC.7.L.15.Pa.a
Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. - SC.7.N.1.7
Illustrate a model that shows how carbon is cycled between plants and animals. - SC.8.L.18.In.c
Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. - SC.7.N.1.6
Recognize that cells break down food to release energy. - SC.8.L.18.In.b
Recognize that humans eat vegetables and fruits (plants) and meat (animals). - SC.7.L.17.Pa.a
Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. - SC.8.L.18.In.a
Recognize a mutual relationship between people and other living things. - SC.7.L.17.Pa.b
Recognize what happens when animals don't get food and water. - SC.7.L.17.Pa.c
Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. - SC.7.N.1.3
Differentiate replication (by others) from repetition (multiple trials). - SC.7.N.1.2
Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. - SC.8.L.18.Su.d
Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. - SC.7.N.1.5
Recognize that plants use the carbon dioxide that animals breathe out. - SC.8.L.18.Su.c
Identify the flow of energy from the Sun as it is transferred along a food chain. - SC.8.L.18.In.d
Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. - SC.7.N.1.4
Recognize that plants and animals get energy from food. - SC.8.L.18.Su.b
Recognize that plants make their own food through a process called photosynthesis. - SC.8.L.18.Su.a
Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. - SC.7.N.1.A
Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. - SC.7.N.1.C
The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' - SC.7.N.1.B
Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. - SC.7.N.1.D
Recognize that people use science to solve problems. - SC.7.N.3.Pa.a
Recognize a model of a common activity. - SC.7.N.3.Pa.b
Recognize common products, such as medicine, developed through science. - SC.7.L.16.Pa.c
Recognize that children are born from two parents. - SC.7.L.16.Pa.b
Recognize a characteristic passed from parents to self, such as eye color. - SC.7.L.16.Pa.a
Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. - SC.7.L.16.1
Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. - SC.6.L.14.1
Recognize that offspring have similar characteristics to parents. - SC.7.L.16.Su.a
Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. - SC.6.L.14.2
Recognize that science (biotechnology) has been used to develop new products for use in daily life. - SC.7.L.16.Su.c
Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. - SC.7.L.16.Su.b
Recognize information related to science. - SC.7.N.2.Pa.a
Match animals based on a given shared characteristic. - SC.6.L.15.Pa.a
Recognize that plants need water and light to grow. - SC.8.L.18.Pa.a
Recognize that food provides energy. - SC.8.L.18.Pa.b
Life can be organized in a functional and structural hierarchy. - SC.6.L.14.C
Both human activities and natural events can have major impacts on the environment. - SC.7.L.17.B
Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. - SC.6.L.14.D
Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. - SC.7.L.17.A
Energy flows from the sun through producers to consumers. - SC.7.L.17.C
Explain that offspring receive half their genes from each parent in sexual reproduction. - SC.7.L.16.In.c
Recognize that science processes (biotechnology) have been used to develop new foods and medicines. - SC.7.L.16.In.d
All living things share certain characteristics. - SC.6.L.14.A
Explain that some characteristics are passed from parent to child (inherited). - SC.7.L.16.In.a
The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. - SC.6.L.14.B
Recognize that it is possible to predict whether a person is likely to inherit a particular trait from parents. - SC.7.L.16.In.b
Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. - SC.6.L.14.3
Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. - SC.7.L.17.2
Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. - SC.7.L.17.1
Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. - SC.6.L.14.4
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. - SC.6.L.14.5
Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. - SC.6.L.14.6
Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. - SC.7.L.17.3


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Title: Pearson Elevate Science Florida Edition Life Science


         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Elevate Science Florida Edition Life Science Student Digital Book

         Topic 1: Living Things in the Biosphere

            Topic Launch: Living Things in the Biosphere

               eText: Living Things in the Biosphere

               Editable Readiness Test: Living Things in the Biosphere
                 Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. 

               Readiness Test: Living Things in the Biosphere
                 Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. 

               Remediation Summary: Living Things in the Biosphere
                 Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. 

               uConnect Lab: Is It an Animal?
                 Curriculum Standards: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Recognize that animals, including humans, use energy from food. Identify basic needs of plants and animals. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

               Quest Kickoff: Sort Out Those Organisms
                 Curriculum Standards: All living things share certain characteristics. 

               Quest Checklist: Sort Out Those Organisms
                 Curriculum Standards: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Quest Rubric: Sort Out Those Organisms
                 Curriculum Standards: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Lesson 1: Living Things

               Connect

                  Inquiry Warm-Up Lab: All Wound Up
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Investigate

                  eText: Living Things
                    Curriculum Standards: Identify how the major structures of plants and organs of animals work as parts of larger systems, such as the heart is part of the circulatory system that pumps blood. Identify the major internal organs of animals and external structures of plants and their functions. 

                  Interactivity: What All Living Things Have in Common
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Identify basic needs of plants and animals. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Video: Living Things
                    Curriculum Standards: Identify how the major structures of plants and organs of animals work as parts of larger systems, such as the heart is part of the circulatory system that pumps blood. Identify the major internal organs of animals and external structures of plants and their functions. 

                  uInvestigate Lab: Cheek Cells
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  eText: Case Study:  The Tough and Tiny Tardigrade
                  eText: Case Study: The Tough and Tiny TardigradeThis links to this topic's Case Study in the student eText.

               Synthesize

                  Interactivity: Mom's Car Must Be Alive
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In eText: Under the Microscope

                  Quest Check-In Interactivity: Under the Microscope

                  Enrichment: What Is Life?
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

                  Quiz Review: Living Things
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

                  Editable Quiz: Living Things
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

                  Quiz: Living Things
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. 

            Lesson 2: Classification Systems

               Connect

                  Inquiry Warm-Up Lab: Clean Up That Junk Drawer!
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

               Investigate

                  eText: Classification Systems

                  Interactivity: Classify It
                    Curriculum Standards: Life can be organized in a functional and structural hierarchy. 

                  Virtual Lab: Madagascar Mystery
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. 

                  Video: Classification Systems

                  uInvestigate Lab: Living Mysteries
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

               Synthesize

                  Lab: A Mystery Organism No More!
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Quest Check-In eText: Classifying Seeds
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Quest Check-In Lab: Classifying Seeds
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Match animals based on a given shared characteristic. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. 

                  Enrichment: Classifying Life
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Match animals based on a given shared characteristic. The scientific theory of evolution is supported by multiple forms of evidence. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Sort common animals by their physical characteristics. Classify animals into major groups, such as insects, fish, reptiles, mammals, and birds. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Life can be organized in a functional and structural hierarchy. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. 

                  Quiz Review: Classification Systems
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. 

                  Editable Quiz: Classification Systems
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. 

                  Quiz: Classification Systems
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. 

            Lesson 3: Viruses, Bacteria, Protists, and Fungi

               Connect

                  Class Discussion: The Smallest Living Things

               Investigate

                  eText: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Identify ways to prevent infection from bacteria and viruses, such as hand washing. Recognize practices that keep the body free from infection, such as hand washing. 

                  uInvestigate Lab:  Viruses by the Numbers
                  uInvestigate Lab: Viruses by the NumbersThis lab investigation allows students to find out just how small a virus is.
                    Curriculum Standards: Identify ways to prevent infection from bacteria and viruses, such as hand washing. Recognize practices that keep the body free from infection, such as hand washing. 

                  Interactivity: Life as a Single Cell
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Interactivity: Bacteriophage Treatments

                  Worksheet: Bacteriophage Treatments

                  Interactivity: Vaccines and Populations
                    Curriculum Standards: Identify ways to prevent infection from bacteria and viruses, such as hand washing. Recognize practices that keep the body free from infection, such as hand washing. 

                  Worksheet: Vaccines and Populations

                  Video: Viruses, Bacteria, Protists, and Fungi

                  uInvestigate Lab: Life in a Drop of Pond Water
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Recognize that bacteria and viruses can infect the human body. 

                  eText: uEngineer It!: A Disease Becomes a Cure
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. 

                  uEngineer It! Interactivity: Modifying a Virus
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. 

                  Career Video: Public Health Advisor

               Synthesize

                  Interactivity: There's Something Going Around
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. 

                  Quest Check-In eText: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In Interactivity: Discovering Rainforest Organisms
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Worksheet: Discovering Rainforest Organisms
                    Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In Interactivity: Multicellular Rainforest Organisms
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Worksheet: Multicellular Rainforest Organisms
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Enrichment: Identifying Bacteria
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Recognize that bacteria and viruses can infect the human body. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. 

                  Quiz Review: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. 

                  Editable Quiz: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. 

                  Quiz: Viruses, Bacteria, Protists, and Fungi
                    Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. 

            Topic Close: Living Things in the Biosphere

               eText: Review and Assess: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               eText: Florida Benchmark Review: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               uDemonstrate Lab: It's Alive!
                 Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Explain that some characteristics are passed from parent to child (inherited). 

               uDemonstrate Lab Do It Yourself: It's Alive
                 Curriculum Standards: All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Quest Findings eText: Create Your Field Guide
                 Curriculum Standards: All living things share certain characteristics. 

               Quest Findings: Create Your Field Guide
                 Curriculum Standards: All living things share certain characteristics. 

               Main Ideas: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable Test: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Test: Living Things in the Biosphere
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. The scientific theory of evolution is supported by multiple forms of evidence. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

         Topic 2: Cells and Cell Systems

            Topic Launch: Cells and Cell Systems

               eText: Cells and Cell Systems

               Editable Readiness Test: Cells and Cell Systems
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Readiness Test: Cells and Cell Systems
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Remediation Summary: Cells and Cell Systems
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               uConnect Lab: What Can You See?

               Quest Kickoff: Cells on Display
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Identify the benefits and limitations of the use of scientific models. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. Recognize that plants use the carbon dioxide that animals breathe out. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Explain that some characteristics are passed from parent to child (inherited). 

               Quest Checklist: Cells on Display
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Identify the benefits and limitations of the use of scientific models. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. Recognize that plants use the carbon dioxide that animals breathe out. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Explain that some characteristics are passed from parent to child (inherited). 

               Quest Rubric: Cells on Display
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Identify the benefits and limitations of the use of scientific models. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Recognize that plants use the carbon dioxide that animals breathe out. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Explain that some characteristics are passed from parent to child (inherited). 

            Lesson 1: Structure and Function of Cells

               Connect

                  Write: In Common
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Investigate

                  eText: Structure and Function of Cells

                  Interactivity: Through a Microscope
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Interactivity: Functions of All Cells
                    Curriculum Standards: Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Video: Cell Theory

                  uInvestigate Lab: Observing Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Virtual Lab: Living or Not?
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. 

               Synthesize

                  Interactivity: A Strange Specimen
                    Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Enrichment: Discovering Cells
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. All living things share certain characteristics. 

                  Quiz Review: Structure and Function of Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. All living things share certain characteristics. 

                  Editable Quiz: Structure and Function of Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. All living things share certain characteristics. 

                  Quiz: Structure and Function of Cells
                    Curriculum Standards: The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. All living things share certain characteristics. 

            Lesson 2: Cell Structures

               Connect

                  Inquiry Warm-Up Lab: How Large Are Cells?

               Investigate

                  eText: Cell Structures
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' 

                  Interactivity: Structure Function Junction
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Recognize that plant and animal cells have different parts and each part has a function. 

                  Interactivity: Build a Cell

                  Worksheet: Build a Cell

                  Video: Cell Structures

                  uInvestigate Lab: Comparing Cells
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 

               Synthesize

                  Interactivity: Specialized Cells
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Recognize that plant and animal cells have different parts and each part has a function. 

                  Quest Check-In eText: Make a Cell Model
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. 

                  Quest Check-In Lab: Make a Cell Model
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. 

                  Enrichment: Looking Inside Cells
                    Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

                  Quiz Review: Cell Structures
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

                  Editable Quiz: Cell Structures
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

                  Quiz: Cell Structures
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Life can be organized in a functional and structural hierarchy. 

            Lesson 3: Obtaining and Removing Materials

               Connect

                  Class Discussion: Going In and Out

               Investigate

                  eText: Cell Structures
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' 

                  Interactivity: Cell Transport
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Video: Obtaining and Removing Materials

                  uInvestigate Lab: Egg-speriment with a Cell
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Recognize information related to science. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Synthesize

                  Interactivity: Entering and Leaving the Cell
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In eText: Put Your Cells in Motion
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quest Check-In Interactivity: Put Your Cells in Motion
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Enrichment: Osmosis
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz Review: Obtaining and Removing Materials
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Editable Quiz: Obtaining and Removing Materials
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz: Obtaining and Removing Materials
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Lesson 4: Cell Division

               Connect

                  Write: Active Cell Division
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Investigate

                  eText: Cell Division

                  Interactivity: A Cell Divides
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Interactivity: How Does a Broken Bone Heal?

                  Worksheet: How Does a Broken Bone Heal?

                  Video: Cell Division

                  uInvestigate Lab: Modeling Mitosis
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Recognize information related to science. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Synthesize

                  Interactivity: The Cell Cycle
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Enrichment: Cells and More Cells
                    Curriculum Standards: Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz Review: Cell Division
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Editable Quiz: Cell Division
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz: Cell Division
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Lesson 5: Body Organization

               Connect

                  Inquiry Warm-Up Lab: System-atically Organized
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. 

               Investigate

                  eText: Body Organization

                  Interactivity: Balancing Act
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Recognize that plants use the carbon dioxide that animals breathe out. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Interactivity: Human Body Systems
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize that plants use the carbon dioxide that animals breathe out. 

                  Video: Body Organization

                  uInvestigate Lab: Observing Cells and Tissues
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that plants use the carbon dioxide that animals breathe out. 

                  eText: uEngineer It!: Advances in Medical Technology
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that plants use the carbon dioxide that animals breathe out. 

                  uEngineer It! Interactivity: Advances in Medical Technology
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that plants use the carbon dioxide that animals breathe out. 

               Synthesize

                  Interactivity: Interacting Systems
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that plants use the carbon dioxide that animals breathe out. 

                  Quest Check-In eText: The Importance of Cells
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that plants use the carbon dioxide that animals breathe out. 

                  Quest Check-In Interactivity: The Importance of Cells
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Recognize that plants use the carbon dioxide that animals breathe out. 

                  Enrichment: Blood Is a Tissue
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Recognize that plants use the carbon dioxide that animals breathe out. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

                  Quiz Review: Body Organization
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

                  Editable Quiz: Body Organization
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

                  Quiz: Body Organization
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Life can be organized in a functional and structural hierarchy. 

            Lesson 6: Systems Interacting

               Connect

                  Poll: Growth Spurt
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that plants use the carbon dioxide that animals breathe out. 

               Investigate

                  eText: Systems Interacting

                  Interactivity: Communication and Homeostasis
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that plants use the carbon dioxide that animals breathe out. 

                  Interactivity: Joints

                  Worksheet: Joints

                  Video: Systems Interacting

                  uInvestigate Lab: Parts Working Together
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that plants use the carbon dioxide that animals breathe out. 

                  eText: Case Study: Agents of Infection: Infectious Disease Zika

                  Career Video: Illustrator

               Synthesize

                  Interactivity: A Variety of Symptoms
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that plants use the carbon dioxide that animals breathe out. 

                  Enrichment: Interaction Among Systems
                    Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize that plants use the carbon dioxide that animals breathe out. 

               Demonstrate

                  eText: Lesson 6 Check
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz Review: Systems Interacting
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Editable Quiz: Systems Interacting
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

                  Quiz: Systems Interacting
                    Curriculum Standards: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

            Topic Close: Cells and Cell Systems

               eText: Review and Assess:  Cells and Cell Systems
               eText: Review and Assess: Cells and Cell SystemsThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               eText: Florida Benchmark Review: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               uDemonstrate Lab: Design and Build a Microscope
                 Curriculum Standards: Identify the benefits and limitations of the use of scientific models. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

               uDemonstrate Lab Do It Yourself: Design and Build a Microscope
                 Curriculum Standards: Identify the benefits and limitations of the use of scientific models. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

               Quest Findings eText: Reflect on Your Museum Exhibit

               Quest Findings: Reflect on Your Museum Exhibit

               Main Ideas: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable Test: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Test: Cells and Cell Systems
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Life can be organized in a functional and structural hierarchy. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

         Topic 3: Reproduction and Genetics

            Topic Launch: Reproduction and Genetics

               eText: Reproduction and Genetics

               Editable Readiness Test: Reproduction and Genetics
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that children are born from two parents. 

               Readiness Test: Reproduction and Genetics
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that children are born from two parents. 

               Remediation Summary: Reproduction and Genetics
                 Curriculum Standards: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that children are born from two parents. 

               uConnect Lab: Making More
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. 

               Quest Kickoff: Funky Fruit
                 Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Quest Checklist: Funky Fruit
                 Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Quest Rubric: Funky Fruit
                 Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

            Lesson 1: Patterns of Reproduction

               Connect

                  Write: Your Physical Traits
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that children are born from two parents. 

               Investigate

                  eText: Patterns of Reproduction
                    Curriculum Standards: Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  Interactivity: Inheritance of Traits
                    Curriculum Standards: Explain that offspring receive half their genes from each parent in sexual reproduction. 

                  Interactivity: Animal Reproduction

                  Worksheet: Animal Reproduction

                  Video: Patterns of Reproduction

                  uInvestigate Lab: Is It All in the Genes?
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

               Synthesize

                  Interactivity: Twin Studies
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that children are born from two parents. 

                  Enrichment: Organism Reproduction
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that children are born from two parents. 

                  Quiz Review: Patterns of Reproduction
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that children are born from two parents. 

                  Editable Quiz: Patterns of Reproduction
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that children are born from two parents. 

                  Quiz: Patterns of Reproduction
                    Curriculum Standards: Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that children are born from two parents. 

            Lesson 2: Patterns of Inheritance

               Connect

                  Inquiry Warm-Up Lab: How Tall Is Tall
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

               Investigate

                  eText: Patterns of Inheritance

                  Interactivity: Making Copies
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. 

                  Video: Patterns of Inheritance

                  uInvestigate Lab: Observing Pistils and Stamens
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

                  eText: Case Study: Can You Predict Color-Blindness?

               Synthesize

                  Interactivity: Offspring Season
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that it is possible to predict whether a person is likely to inherit a particular trait from parents. 

                  Quest Check-In eText: An Apple Lesson
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

                  Quest Check-In Interactivity: An Apple Lesson
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

                  Enrichment: Probability and Genetics
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

                  Quiz Review: Patterns of Inheritance
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

                  Editable Quiz: Patterns of Inheritance
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

                  Quiz: Patterns of Inheritance
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. Recognize that children are born from two parents. 

            Lesson 3: Chromosomes and Inheritance

               Connect

                  Write: It Runs in the Family
                    Curriculum Standards: Recognize a personal characteristic, such as hair color, that is different from the parents. Explain that some characteristics are passed from parent to child (inherited). Recognize that offspring have similar characteristics to parents. Recognize a characteristic passed from parents to self, such as eye color. 

               Investigate

                  eText: Chromosomes and Inheritance

                  Interactivity: Look Inside
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

                  Video: Chromosomes and Inheritance

                  Virtual Lab: Whose Offspring is This?
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that offspring have similar characteristics to parents. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  uInvestigate Lab: Chromosomes and Inheritance
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

                  eText: Career Feature:  Genetic Counselor
                  eText: Career Feature: Genetic CounselorThis links to this topic's Career Feature in the student eText.

                  Career Video: Genetic Counselor

               Synthesize

                  Interactivity: Colorful Chromosomes
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that offspring have similar characteristics to parents. Recognize a personal characteristic, such as hair color, that is different from the parents. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize a characteristic passed from parents to self, such as eye color. Explain that some characteristics are passed from parent to child (inherited). Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  Quest Check-In eText: About Those Chromosomes
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that offspring have similar characteristics to parents. Recognize a personal characteristic, such as hair color, that is different from the parents. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize a characteristic passed from parents to self, such as eye color. Explain that some characteristics are passed from parent to child (inherited). Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  Quest Check-In Interactivity: About Those Chromosomes
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that offspring have similar characteristics to parents. Recognize a personal characteristic, such as hair color, that is different from the parents. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize a characteristic passed from parents to self, such as eye color. Explain that some characteristics are passed from parent to child (inherited). Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize that animals, including humans, inherit some characteristics from one parent and some from the other. 

                  Enrichment: Genetic Diseases
                    Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Quiz Review: Chromosomes and Inheritance
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Editable Quiz: Chromosomes and Inheritance
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

                  Quiz: Chromosomes and Inheritance
                    Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

            Lesson 4: Genetic Coding and Protein Synthesis

               Connect

                  Class Discussion: Talking Code

               Investigate

                  eText: Genetic Coding and Protein Synthesis

                  Interactivity: The Role of DNA
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize that children are born from two parents. 

                  Video: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  uInvestigate Lab: Modeling Protein Synthesis
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. 

                  eText: uEngineer It!: Impact on Society: Reinventing DNA as Data Storage

                  uEngineer It! Video: Reinventing DNA as Data Storage
                    Curriculum Standards: Recognize common products, such as medicine, developed through science. 

               Synthesize

                  Interactivity: Making Proteins
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Recognize that children are born from two parents. Identify a problem from the seventh grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results. Recognize a problem from the seventh grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results. 

                  Quest Check-In eText: All in the Numbers
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

                  Quest Check-In Lab: All in the Numbers
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

                  Enrichment: How Cells Make Proteins
                    Curriculum Standards: Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz Review: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Editable Quiz: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz: Genetic Coding and Protein Synthesis
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

            Lesson 5: Genetic Technologies

               Connect

                  Poll: Modifying Foods
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Associate objects and activities with science. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Investigate

                  eText: Genetic Technologies

                  Interactivity: DNA Fingerprinting

                  Worksheet: DNA Fingerprinting

                  Video: Genetic Technologies

                  uInvestigate Lab:  Extraction in Action
                  uInvestigate Lab: Extraction in ActionThis uInvestigate Lab provides an opportunity for students to extract and observe DNA. The purpose of this lab is to demonstrate what can and cannot be learned from observation alone.
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. 

               Synthesize

                  Interactivity: Solving Problems with Genetics
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Associate objects and activities with science. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

                  Enrichment: Advances in Genetics
                    Curriculum Standards: Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz Review: Genetic Technologies
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Editable Quiz: Genetic Technologies
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

                  Quiz: Genetic Technologies
                    Curriculum Standards: Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 

            Topic Close: Reproduction and Genetics

               eText: Review and Assess: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Recognize that children are born from two parents. 

               eText: Florida Benchmark Review: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Recognize that children are born from two parents. 

               uDemonstrate Lab: Make the Right Call!
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. 

               uDemonstrate Lab Do It Yourself: Make the Right Call!
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. 

               Quest Findings eText: Reflect on Funky Fruits
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Quest Findings: Reflect on Funky Fruits
                 Curriculum Standards: Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Explain that offspring receive half their genes from each parent in sexual reproduction. Recognize that science processes (biotechnology) have been used to develop new foods and medicines. 

               Main Ideas: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Recognize that children are born from two parents. 

               Editable Test: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Recognize that children are born from two parents. 

               Test: Reproduction and Genetics
                 Curriculum Standards: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Recognize that children are born from two parents. 

         Topic 4: Change Over Time

            Topic Launch: Change Over Time

               eText: Change Over Time

               Editable Readiness Test: Change Over Time
                 Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. 

               Readiness Test: Change Over Time
                 Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. 

               Remediation Summary: Change Over Time
                 Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. 

               uConnect Lab: Walking Whales?
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Handout: Walking Whales?
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Quest Kickoff: A Migration Puzzle
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Quest Checklist: A Migration Puzzle
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Quest Rubric: A Migration Puzzle
                 Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

            Lesson 1: Early Study of Evolution

               Connect

                  Inquiry Warm-Up Lab: Flowery Traits, Seedy Variations
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Investigate

                  eText: Early Study of Evolution

                  Interactivity: Mystery on the Galapagos Islands
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Interactivity: Animal Feeding Adaptations

                  Worksheet: Animal Feeding Adaptations

                  Virtual Lab: Natural Selection In Butterfly Behavior
                    Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. 

                  Video: Early Study of Evolution

                  uInvestigate Lab: How Do Species Change Over Time?
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Synthesize

                  Interactivity: Adaptations and Variations
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Quest Check-In eText: Meet the Blackcaps
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Quest Check-In Interactivity: Meet the Blackcaps
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Enrichment: Variation Within Species
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

                  Quiz Review: Early Study of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

                  Editable Quiz: Early Study of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

                  Quiz: Early Study of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. The scientific theory of evolution is supported by multiple forms of evidence. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Recognize an example of a change in scientific knowledge based on new evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

            Lesson 2: Natural Selection

               Connect

                  Poll: Squirrel Color and Survival
                    Curriculum Standards: Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Identify the major internal organs of animals and external structures of plants and their functions. 

               Investigate

                  eText: Natural Selection

                  Interactivity: Mice Selection on the Prairie
                    Curriculum Standards: Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Identify the major internal organs of animals and external structures of plants and their functions. Differentiate replication (by others) from repetition (multiple trials). 

                  Video: Natural Selection

                  uInvestigate Lab:  Variation in a Population
                  uInvestigate Lab: Variation in a PopulationThis lab investigation allows students to observe variations in two types of plants and in their class population.
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Recognize a personal characteristic, such as hair color, that is different from the parents. Recognize that offspring have similar characteristics to parents. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Recognize an example of a change in scientific knowledge based on new evidence. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Explain that some characteristics are passed from parent to child (inherited). Recognize a characteristic passed from parents to self, such as eye color. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Differentiate replication (by others) from repetition (multiple trials). 

                  eText: uEngineer It!: Designing Solutions: Fossil from Bedrock

                  uEngineer It! Video: Fossils from Bedrock

               Synthesize

                  Interactivity: Lessons from the Potato Famine
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize an example of a change in scientific knowledge based on new evidence. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

                  Enrichment: Caterpillar Camouflage
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

                  Quiz Review: Natural Selection
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

                  Editable Quiz: Natural Selection
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

                  Quiz: Natural Selection
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. 

            Lesson 3: The Process of Evolution

               Connect

                  Write: Frog Jump
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Investigate

                  eText: The Process of Evolution

                  Interactivity: Mutations Aren't All That Bad
                    Curriculum Standards: Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Video: The Process of Evolution

                  uInvestigate Lab: Adaptations of Birds
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. The scientific theory of evolution is supported by multiple forms of evidence. Identify that scientific theories are explanations and laws describe relationships, and both are supported by evidence. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. 

               Synthesize

                  Interactivity: Separated Species
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In eText: Evolution of the Blackcaps
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In Interactivity: Evolution of the Blackcaps
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Enrichment: Genetic Drift and Gene Flow

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

                  Quiz Review: The Process of Evolution
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

                  Editable Quiz: The Process of Evolution
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

                  Quiz: The Process of Evolution
                    Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

            Lesson 4: Evidence in the Fossil Record

               Connect

                  Class Discussion: Choose the Right Organism

               Investigate

                  eText: Evidence in the Fossil Record
                    Curriculum Standards: Recognize that scientific theories and laws are supported by evidence. 

                  Interactivity: Along the Canyon Wall
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Interactivity: Legs, Arms, Wings, and Flippers
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Video: Evidence in the Fossil Record

                  uInvestigate Lab:  Finding Proof
                  uInvestigate Lab: Finding ProofThis uInvestigate lab allows students to model molds and casts and to compare fossils to the organisms that left them behind.
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Recognize that fossils help people learn about living things that lived a very long time ago. Identify fossils as parts of animals and plants that are no longer alive. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize an example of a change in scientific knowledge based on new evidence. 

                  eText: Case Study: Could Dinosaurs Roar?

               Synthesize

                  Interactivity: Fossils Around the World
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Enrichment: The Horse Fossil Record
                    Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz Review: Evidence in the Fossil Record
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Editable Quiz: Evidence in the Fossil Record
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

                  Quiz: Evidence in the Fossil Record
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. 

            Lesson 5: Other Evidence of Evolution

               Connect

                  Write: Technology Over Time
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Investigate

                  eText: Other Evidence of Evolution
                    Curriculum Standards: Recognize that scientific theories and laws are supported by evidence. 

                  Interactivity: Tiny Clues
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Interactivity: Species Adaptation

                  Worksheet: Species Adaptation

                  Video: Other Evidence of Evolution

                  uInvestigate Lab: Evidence of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Recognize an example of a change in scientific knowledge based on new evidence. Recognize that scientific theories and laws are supported by evidence. 

                  Handout: Evidence of Evolution
                    Curriculum Standards: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Recognize an example of a change in scientific knowledge based on new evidence. 

                  Career Video: Evolutionary Biologist
                    Curriculum Standards: The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Recognize that scientific knowledge is based on evidence and observations. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               Synthesize

                  Interactivity: Long Necks and Hoofed Feet
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In eText: Prepare Your Report
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In Interactivity: Prepare Your Report
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Enrichment: Evidence of Evolution in Proteins and DNA
                    Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

                  Quiz Review: Other Evidence of Evolution
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

                  Editable Quiz: Other Evidence of Evolution
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

                  Quiz: Other Evidence of Evolution
                    Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. 

            Topic Close: Change Over Time

               eText: Review and Assess: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               eText: Florida Benchmark Review: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               uDemonstrate Lab: A Bony Puzzle
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

               uDemonstrate Lab Do It Yourself: A Bony Puzzle
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

               Handout: A Bony Puzzle
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. 

               Quest Findings eText: Reflect on Blackcap Migration
                 Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Quest Findings: Reflect on Blackcap Migration
                 Curriculum Standards: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that physical characteristics of living things are adapted to deal with the conditions of the environment, such as skin color or gills on a fish. Recognize that common plants or animals have special features that enable them to live in their environment, such as a as a fish has gills so it can live underwater. Identify the major internal organs of animals and external structures of plants and their functions. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Main Ideas: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Editable Test: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Test: Change Over Time
                 Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

         Topic 5: Ecosystems and How They Change

            Topic Launch: Ecosystems and How They Change

               eText: Ecosystems and How They Change

               Editable Readiness Test: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Readiness Test: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Remediation Summary: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               uConnect Lab: How Communities Change
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize what happens when animals don't get food and water. 

               Quest Kickoff: Mystery at Pleasant Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

               Quest Checklist: Mystery at Pleasant Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

               Quest Rubric: Mystery at Pleasant Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

            Lesson 1: Living Things and the Environment

               Connect

                  Inquiry Warm-Up Lab: Lining Up the Neighborhood
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? 

               Investigate

                  eText: Living Things and the Environment
                    Curriculum Standards: Recognize that living things can die. Recognize what happens when animals don't get food and water. Identify how a lack of food, water, or shelter affects plants and animals in their habitats. Recognize that living things compete with each other to get the things they need to live in their local environment. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

                  Interactivity: There's No Place Like Home
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Interactivity: An Ecological Mystery
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Interactivity: Factors Affecting Growth
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify how a lack of food, water, or shelter affects plants and animals in their habitats. 

                  Worksheet: Factors Affecting Growth
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  uInvestigate Lab: Elbow Room
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Video: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  eText: Case Study: The Curious Case of the Florida Grasshopper Sparrow

               Synthesize

                  Lab: Modeling a Dam
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quest Check-In eText: Suspicious Activities

                  Quest Check-In Interactivity: Suspicious Activities
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Enrichment: Modeling Population Growth
                    Curriculum Standards: Identify the benefits and limitations of the use of scientific models. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize information related to science. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quiz Review: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Editable Quiz: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quiz: Living Things and the Environment
                    Curriculum Standards: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

            Lesson 2: Energy Flow in Ecosystems

               Connect

                  Write: Food Sources
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that humans eat vegetables and fruits (plants) and meat (animals). Identify how a lack of food, water, or shelter affects plants and animals in their habitats. 

               Investigate

                  eText: Energy Flow in Ecosystems

                  Interactivity: Energy Roles and Flows
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that humans eat vegetables and fruits (plants) and meat (animals). Recognize that living things compete with each other to get the things they need to live in their local environment. 

                  Interactivity: Living Things in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that living things can die. 

                  Virtual Lab: Chesapeake Bay Ecosystem Crisis
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize that people use science to solve problems. 

                  Video: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  uInvestigate Lab: Observing Decomposition
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. Recognize that living things can die. 

                  eText: uEngineer It!: Sustainable Design: Eating Oil
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that people use science to solve problems. 

                  uEngineer It! Interactivity: Cleaning an Oil Spill
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that people use science to solve problems. 

               Synthesize

                  Interactivity: A Changing Ecosystem
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Quest Check-In eText: Nutrients and Aquatic Organisms
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quest Check-In Interactivity: Nutrients and Aquatic Organisms
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Worksheet: Nutrients and Aquatic Organisms
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Enrichment: Building an Ocean Food Web
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Identify the benefits and limitations of the use of scientific models. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

                  Quiz Review: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. 

                  Editable Quiz: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

                  Quiz: Energy Flow in Ecosystems
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Identify the benefits and limitations of the use of scientific models. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Recognize information related to science. 

            Lesson 3: Interactions in Ecosystems

               Connect

                  Write: Competition in Daily Life
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Investigate

                  eText: Interactions in Ecosystems
                    Curriculum Standards: Recognize a mutual relationship between people and other living things. Recognize what happens when animals don't get food and water. 

                  Interactivity: Symbiotic Relationships
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Interactivity: Life on the Reef
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. 

                  Worksheet: Life on the Reef
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. 

                  Video: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  uInvestigate Lab: Competition and Predation
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Synthesize

                  Interactivity: Shared Interactions
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Quest Check-In eText: Matter and Energy in a Pond
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Quest Check-In Interactivity: Matter and Energy in a Pond
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Worksheet: Matter and Energy in a Pond
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

                  Enrichment: Analyzing Predator-Prey Interactions
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Identify the benefits and limitations of the use of scientific models. Recognize information related to science. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Quiz Review: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Editable Quiz: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  Quiz: Interactions in Ecosystems
                    Curriculum Standards: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

            Lesson 4: Dynamic and Resilient Ecosystems

               Connect

                  Class Discussion: Ecosystem Disruptions
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

               Investigate

                  eText: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Recognize a mutual relationship between people and other living things. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify a benefit of using a model to explain how things work. Recognize a benefit of using a model to explain how things work. Recognize a model of a common activity. Recognize what happens when animals don't get food and water. 

                  Interactivity: Succession in an Ecosystem
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Identify a benefit of using a model to explain how things work. Recognize a benefit of using a model to explain how things work. Recognize a model of a common activity. 

                  Video: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  eText: Career Feature: Field Biologist
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Recognize that scientific knowledge is based on evidence and observations. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

                  Career Video: Ecosystems: Field Biologist
                    Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

                  uInvestigate Lab: Primary or Secondary
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Synthesize

                  Interactivity: A Butterfly Mystery
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Enrichment: Monitoring Succession After the Eruption of Krakatau
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Quiz Review: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Editable Quiz: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

                  Quiz: Dynamic and Resilient Ecosystems
                    Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

            Topic Close:  Ecosystems and How They Change

               eText: Review and Assess:  Ecosystems and How They Change
               eText: Review and Assess: Ecosystems and How They ChangeThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               eText: Florida Benchmark Review: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               uDemonstrate Lab: Changes in an Ecosystem
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               uDemonstrate Lab Do It Yourself: Changes in an Ecosystem
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. 

               uDemonstrate Lab Handout: Changes in an Ecosystem
                 Curriculum Standards: Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. The processes of science frequently do not correspond to the traditional portrayal of 'the scientific method.' Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Identify ways that science can be used to study different areas, such as life science, earth and space science, and physical science. 

               Quest Findings eText: Reflections on a Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

               Quest Findings: Reflections on a Pond
                 Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. 

               Main Ideas: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Editable Test:  Ecosystems and How They Change
               Editable Test: Ecosystems and How They ChangeThis is an editable and printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

               Test: Ecosystems and How They Change
                 Curriculum Standards: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Both human activities and natural events can have major impacts on the environment. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Energy flows from the sun through producers to consumers. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). 

         Topic 6: Organisms, Energy, and Matter

            Topic Launch: Organisms, Energy, and Matter

               eText: Organisms, Energy, and Matter
                 Curriculum Standards: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

               Editable Readiness Test: Organisms, Energy, and Matter
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Energy flows from the sun through producers to consumers. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. 

               Readiness Test: Organisms, Energy, and Matter
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Energy flows from the sun through producers to consumers. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. 

               Remediation Summary: Organisms, Energy, and Matter
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Energy flows from the sun through producers to consumers. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. 

               uConnect Lab: Where Does the Energy Come From?

               Quest Kickoff: Problem in the Greenhouse
                 Curriculum Standards: Energy flows from the sun through producers to consumers. Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Identify the flow of energy from the Sun as it is transferred along a food chain. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

               Quest Checklist: Problem in the Greenhouse
                 Curriculum Standards: Energy flows from the sun through producers to consumers. Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Identify the flow of energy from the Sun as it is transferred along a food chain. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

               Quest Rubric: Problem in the Greenhouse
                 Curriculum Standards: Energy flows from the sun through producers to consumers. Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Identify the flow of energy from the Sun as it is transferred along a food chain. Identify questions that can be answered by scientific investigation, such as can a plant grow without sunlight? Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Associate objects and activities with science. 

            Lesson 1: Photosynthesis

               Connect

                  Poll: Food or Fiction?
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

               Investigate

                  eText: Photosynthesis
                    Curriculum Standards: Living things all share basic needs for life. 

                  Interactivity: Making Food for Cells
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

                  Video: Photosynthesis

                  eText: Case Study: Florida's Vital Seagrass in Peril

                  uInvestigate Lab: Energy From the Sun
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living things all share basic needs for life. 

                  Virtual Lab: Greenhouse Survival

               Synthesize

                  Interactivity: Flower Food
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

                  Quest Check-In eText: Photosynthesis in the Greenhouse
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

                  Quest Check-In Interactivity: Photosynthesis in the Greenhouse
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

                  Enrichment: Limits to Photosynthesis
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

                  Quiz Review: Photosynthesis
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

                  Editable Quiz: Photosynthesis
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

                  Quiz: Photosynthesis
                    Curriculum Standards: Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Recognize that plants use the carbon dioxide that animals breathe out. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. 

            Lesson 2: Cellular Respiration

               Connect

                  Inquiry Warm-Up Lab: Cellular Respiration
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. 

               Investigate

                  eText: Cellular Respiration

                  Interactivity: Making Energy for Cells

                  Video: Cellular Respiration

                  uInvestigate Lab: Exhaling Carbon Dioxide
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. 

                  Career Video: Biology Professor

               Synthesize

                  Interactivity: Energy to Food and Food to Energy
                    Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Recognize that plants and animals get energy from food. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Energy flows from the sun through producers to consumers. Identify the flow of energy from the Sun as it is transferred along a food chain. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify the benefits and limitations of the use of scientific models. Identify that scientific knowledge is based on a large body of evidence and observations. 

                  Quest Check-In eText: Respiration in the Greenhouse
                    Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Recognize that plants and animals get energy from food. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Energy flows from the sun through producers to consumers. Identify the flow of energy from the Sun as it is transferred along a food chain. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify the benefits and limitations of the use of scientific models. Identify that scientific knowledge is based on a large body of evidence and observations. 

                  Quest Check-In Interactivity: Respiration in the Greenhouse
                    Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Recognize that plants and animals get energy from food. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Energy flows from the sun through producers to consumers. Identify the flow of energy from the Sun as it is transferred along a food chain. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify the benefits and limitations of the use of scientific models. Identify that scientific knowledge is based on a large body of evidence and observations. 

                  Enrichment: Oxygen Consumption
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. 

               Demonstrate

                  eText: Lesson 2 Check
                    Curriculum Standards: Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

                  Quiz Review: Cellular Respiration
                    Curriculum Standards: Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

                  Editable Quiz: Cellular Respiration
                    Curriculum Standards: Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

                  Quiz: Cellular Respiration
                    Curriculum Standards: Identify that cells carry out important functions within an organism, such as using energy from food. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

            Lesson 3: Cycles of Matter

               Connect

                  Write: Recycling Your Energy
                    Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. 

               Investigate

                  eText: Cycles of Matter

                  Interactivity: Cycles of Matter
                    Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. 

                  Video: Cycles of Matter

                  uInvestigate Lab: Following Water
                    Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. 

                  eText: uEngineer It!: Defining the Problem: Making Water Safe to Drink

                  uEngineer It! Video: An Artificial Leaf

               Synthesize

                  Interactivity: Earth's Recyclables
                    Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. 

                  Quest Check-In eText: Cycling of Matter in the Greenhouse
                    Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. 

                  Quest Check-In Interactivity: Cycling of Matter in the Greenhouse
                    Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. 

                  Enrichment: Carbon and the Ocean
                    Curriculum Standards: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Matter and energy are recycled through cycles such as the carbon cycle. Illustrate a model that shows how carbon is cycled between plants and animals. 

               Demonstrate

                  eText: Lesson 3 Check
                    Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

                  Quiz Review: Cycles of Matter
                    Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

                  Editable Quiz: Cycles of Matter
                    Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

                  Quiz: Cycles of Matter
                    Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

            Topic Close:  Organisms, Energy, and Matter

               eText: Review and Assess:  Organisms, Energy, and Matter
               eText: Review and Assess: Organisms, Energy, and MatterThis links to this topic's Review and Assessment in the student eText.
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

               eText: Florida Benchmark Review: Organisms, Energy, and Matter
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

               uDemonstrate Lab: Cycling Energy and Matter
                 Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify the benefits and limitations of the use of scientific models. Identify that scientific knowledge is based on a large body of evidence and observations. Living things all share basic needs for life. 

               uDemonstrate Lab Do It Yourself: Cycling Energy and Matter
                 Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. Recognize the relationship between the end product (dependent variable) and in the input (independent variable) in an experiment. Recognize what is tested in a simple experiment (dependent variable). Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Identify different types of consumers in a food chain, including animals that eat plants, animals that eat other animals, and animals that eat plants and animals. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Identify the benefits and limitations of the use of scientific models. Identify that scientific knowledge is based on a large body of evidence and observations. Living things all share basic needs for life. 

               Quest Findings eText: Reflect on the Problem in the Greenhouse
                 Curriculum Standards: Energy flows from the sun through producers to consumers. Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Identify the flow of energy from the Sun as it is transferred along a food chain. 

               Quest Findings: Reflect on the Problem in the Greenhouse
                 Curriculum Standards: Energy flows from the sun through producers to consumers. Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Recognize that food provides energy. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Recognize that plants use the carbon dioxide that animals breathe out. Matter and energy are recycled through cycles such as the carbon cycle. Recognize that plants and animals get energy from food. Recognize that plants make their own food through a process called photosynthesis. Recognize that plants need water and light to grow. Illustrate a model that shows how carbon is cycled between plants and animals. Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers). Identify the flow of energy from the Sun as it is transferred along a food chain. 

               Main Ideas: Organisms, Energy, and Matter
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

               Editable Test:  Organisms, Energy, and Matter
               Editable Test: Organisms, Energy, and MatterThis is an editable and printable version of the topic test, which assesses mastery of concepts presented in the topic.
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

               Test: Organisms, Energy, and Matter
                 Curriculum Standards: Matter and energy are recycled through cycles such as the carbon cycle. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Identify that cells carry out important functions within an organism, such as using energy from food. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Recognize that plants use the carbon dioxide that animals breathe out. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Identify that scientific knowledge is based on a large body of evidence and observations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. 

         Engineering Design Notebook Life Science
           Curriculum Standards: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Identify the benefits and limitations of the use of scientific models. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Recognize information related to science. 

         Program Resources

            Course Glossary

            Multilingual Glossary

               Simplified Chinese

               Traditional Chinese

               Haitian Creole

               Hmong

               Korean

               Russian

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            Test-Taking Strategies

               Overview

               Anticipating the Answer

               Avoiding Careless Mistakes

               Eliminating Incorrect Answers

               Interpreting Bar Graphs

               Interpreting Data Tables

               Interpreting Diagrams

               Interpreting Experiments

               Interpreting Line Graphs

               Interpreting Tables

               Interpreting a Text Passage

               Make Logical Connections

               Narrowing the Choices

               Paying Attention to the Details

               Reading All the Answer Choices

               Sequencing Events

               Using Mathematical Formulas

               Watching for Qualifiers

            Note-Taking Strategies

            Reading Strategies Handbook

               Target Reading Skill: Relate Text and Visuals

               Target Reading Skill: Outline

               Target Reading Skill: Ask Questions

               Reading Strategy: Mark the Text

               Vocabulary Skill: Use Root Words

               Vocabulary Skill: Use Prefixes

               Vocabulary Skill: Use Suffixes

               Vocabulary Skill: Use Context Clues

               Vocabulary Skill: Learn New Words

               Target Reading Skill: Identify the Main Idea

               Target Reading Skill: Identify Supporting Details

               Reading Strategy: Take Notes

               Target Reading Skill: Compare and Contrast

               Target Reading Skill: Sequence

               Target Reading Skill: Relate Cause and Effect

               Target Reading Skill: Summarize

            Course Tests

               Editable Pre/Post Test
                 Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Matter and energy are recycled through cycles such as the carbon cycle. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Energy flows from the sun through producers to consumers. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Illustrate a model that shows how carbon is cycled between plants and animals. Associate objects and activities with science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Recognize that plants use the carbon dioxide that animals breathe out. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Pre/Post Test
                 Curriculum Standards: Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Matter and energy are recycled through cycles such as the carbon cycle. Reproduction is characteristic of living things and is essential for the survival of species. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. Living organisms acquire the energy they need for life processes through various metabolic pathways (photosynthesis and cellular respiration). Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment. Recognize that science (biotechnology) has been used to develop new products for use in daily life. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Energy flows from the sun through producers to consumers. Both human activities and natural events can have major impacts on the environment. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that the human body is made up of various parts. Recognize body parts related to basic needs, such as mouth for eating. Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that bacteria and viruses can infect the human body. Illustrate a model that shows how carbon is cycled between plants and animals. Associate objects and activities with science. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Recognize that science includes different areas, such as life science, earth and space science, and physical science. Recognize observable changes in a simple experiment, such as plant growth. Recognize that plants use the carbon dioxide that animals breathe out. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable End-of-Year Test
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Recognize an example of a change in scientific knowledge based on new evidence. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Recognize that bacteria and viruses can infect the human body. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               End-of-Year Test
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Reproduction is characteristic of living things and is essential for the survival of species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community. Scientific knowledge is durable and robust, but open to change. Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Identify an example of a change in scientific knowledge based on new evidence or new interpretations. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Recognize an example of a change in scientific knowledge based on new evidence. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Natural Selection is a primary mechanism leading to change over time in organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. Recognize a problem related to the seventh grade curriculum, observe and explore objects and activities, and recognize a solution. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Recognize that bacteria and viruses can infect the human body. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that children are born from two parents. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable Benchmark Test A
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that plants use the carbon dioxide that animals breathe out. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Benchmark Test A
                 Curriculum Standards: Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi, and parasites. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. The scientific theory of cells, also called cell theory, is the a fundamental organizing principle of life on Earth. Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Recognize that cells break down food to release energy. Identify that the cell is the smallest basic unit of life and most living things are composed of many cells. Recognize that there are smaller parts in all living things, too small to be seen without magnification, called cells. Recognize that plants use the carbon dioxide that animals breathe out. Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Recognize that bacteria and viruses can infect the human body. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. 

               Editable Benchmark Test B
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Energy flows from the sun through producers to consumers. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that the human body is made up of various parts. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Matter and energy are recycled through cycles such as the carbon cycle. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize body parts related to basic needs, such as mouth for eating. Illustrate a model that shows how carbon is cycled between plants and animals. 

               Benchmark Test B
                 Curriculum Standards: Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Energy flows from the sun through producers to consumers. Identify structures in plants that enable them to use the energy from the Sun to make their own food through a process called photosynthesis. Recognize that plants get energy from the Sun and that energy is transferred to the animals that eat the plants. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Recognize that the human body is made up of various parts. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Matter and energy are recycled through cycles such as the carbon cycle. Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. All living things share certain characteristics. Life is maintained by various physiological functions essential for growth, reproduction, and homeostasis. Reproduction is characteristic of living things and is essential for the survival of species. Recognize body parts related to basic needs, such as mouth for eating. Illustrate a model that shows how carbon is cycled between plants and animals. 

               Editable Benchmark Test C
                 Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Both human activities and natural events can have major impacts on the environment. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

               Benchmark Test C
                 Curriculum Standards: Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Explain extinction and give examples. Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. Natural Selection is a primary mechanism leading to change over time in organisms. Natural Selection is a primary mechanism leading to change over time in organisms. Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites. Both human activities and natural events can have major impacts on the environment. Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a question that can be answered by scientific investigation, such as can a plant grow without sunlight? Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. Genetic information is passed from generation to generation by DNA; DNA controls the traits of an organism. Changes in the DNA of an organism can cause changes in traits, and manipulation of DNA in organisms has led to genetically modified organisms. Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is supported by multiple forms of evidence. The scientific theory of evolution is the organizing principle of life science. The scientific theory of evolution is the organizing principle of life science. Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based. Plants and animals, including humans, interact with and depend upon each other and their environment to satisfy their basic needs. Describe how organisms interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at the expense of the other (parasitism). Recognize that children are born from two parents. 

         Teacher Resources Container

            Assessment Download Center
              Intended Role: Instructor

            Teacher eText: Living Things in the Biosphere
              Intended Role: Instructor

            Quest Overview Teacher Support: Sort Out Those Organisms
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            PD Modeling Video: Living Things in the Biosphere
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            Letter Home: Living Things in the Biosphere
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            Readiness Test Answer Key: Living Things in the Biosphere
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            Teacher Support: Is It an Animal?
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            Teacher Support: Sort Out Those Organisms
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            Teacher eText: Living Things
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            Teacher Support: All Wound Up
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            Answer Key: What All Living Things Have in Common
              Intended Role: Instructor

            Teacher Support: Cheek Cells
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            Answer Key: Mom's Car Must Be Alive
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            Teacher Support: Under the Microscope
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            Answer Key: What Is Life?
              Intended Role: Instructor

            Quiz Answer Key: Living Things
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            Teacher eText: Classification Systems
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            Teacher Support: Clean Up That Junk Drawer!
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            Answer Key: Classify It
              Intended Role: Instructor

            Teacher Support: Madagascar Mystery
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            Teacher Support: Living Mysteries
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            Teacher Support: A Mystery Organism No More!
              Intended Role: Instructor

            Teacher Support: Classifying Seeds
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            Answer Key: Classifying Life
              Intended Role: Instructor

            Quiz Answer Key: Classification Systems
              Intended Role: Instructor

            Teacher eText: Viruses, Bacteria, Protists, and Fungi
              Intended Role: Instructor

            Teacher Support: Viruses by the Numbers
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            Answer Key: Life as a Single Cell
              Intended Role: Instructor

            Teacher Support: Bacteriophage Treatments
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            Teacher Support: Vaccines and Populations
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            Teacher Support: Life in a Drop of Pond Water
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            Answer Key: Modifying a Virus
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            Answer Key: There's Something Going Around
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            Teacher Support: Discovering Rainforest Organisms
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            Teacher Support: Multicellular Rainforest Organisms
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            Answer Key: Identifying Bacteria
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            Quiz Answer Key: Viruses, Bacteria, Protists, and Fungi
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            Teacher eText: Living Things in the Biosphere
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            Teacher Support: It's Alive
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            Teacher Support: DIY  It's Alive
            Teacher Support: DIY It's Alive
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            Teacher Support: Create Your Field Guide
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            Test Answer Key: Living Things in the Biosphere
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            Teacher eText: Cells and Cell Systems
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            Quest Overview Teacher Support: Cells on Display
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            PD Modeling Video: Cells and Cell Systems
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            Letter Home: Cells and Cell Systems
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            Readiness Test Answer Key: Cells and Cell Systems
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            Teacher Support: What Can You See?
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            Teacher Support: Cells on Display
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            Teacher eText: Structure and Function of Cells
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            Answer Key: In Common
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            Answer Key: Through a Microscope
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            Answer Key: Functions of All Cells
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            Teacher Support: Observing Cells
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            Teacher Support: Living or Not?
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            Answer Key: A Strange Specimen
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            Answer Key: Discovering Cells
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            Quiz Answer Key: Structure and Function of Cells
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            Teacher eText: Cell Structures
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            Teacher Support: How Large Are Cells?
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            Answer Key: Structure Function Junction
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            Teacher Support: Build a Cell
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            Teacher Support: Comparing Cells
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            Answer Key: Specialized Cells
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            Teacher Support: Make a Cell Model
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            Answer Key: Looking Inside Cells
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            Quiz Answer Key: Cell Structures
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            Teacher eText: Obtaining and Removing Materials
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            Answer Key: Cell Transport
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            Teacher Support: Egg-speriment with a Cell
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            Answer Key: Entering and Leaving the Cell
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            Teacher Support: Put Your Cells in Motion
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            Answer Key: Osmosis
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            Quiz Answer Key: Obtaining and Removing Materials
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            Teacher eText: Cell Division
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            Answer Key: Active Cell Division
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            Answer Key: A Cell Divides
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            Teacher Support: How Does a Broken Bone Heal?
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            Teacher Support: Modeling Mitosis
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            Answer Key: The Cell Cycle
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            Answer Key: Cells and More Cells
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            Quiz Answer Key: Cell Division
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            Teacher eText: Body Organization
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            Teacher Support: System-atically Organized
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            Answer Key: Balancing Act
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            Answer Key: Human Body Systems
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            Teacher Support: Observing Cells and Tissues
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            Answer Key: Advances in Medical Technology
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            Answer Key: Interacting Systems
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            Teacher Support: The Importance of Cells
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            Answer Key: Blood Is a Tissue
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            Quiz Answer Key: Body Organization
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            Teacher eText: Systems Interacting
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            Answer Key: Communication and Homeostasis
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            Teacher Support: Joints
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            Teacher Support: Parts Working Together
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            Answer Key: A Variety of Symptoms
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            Answer Key: Interaction Among Systems
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            Quiz Answer Key: Systems Interacting
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            Teacher eText: Cells and Cell Systems
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            Teacher Support: Design and Build a Microscope
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            Teacher Support: DIY Design and Build a Microscope
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            Teacher Support: Reflect on Your Museum Exhibit
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            Test Answer Key: Cells and Cell Systems
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            Teacher eText: Reproduction and Genetics
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            Quest Overview Teacher Support: Funky Fruit
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            PD Modeling Video: Reproduction and Genetics
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            Letter Home: Reproduction and Genetics
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            Readiness Test Answer Key:  Reproduction and Genetics
            Readiness Test Answer Key: Reproduction and Genetics
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            Teacher Support: Making More
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            Teacher Support: Funky Fruit
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            Teacher eText: Patterns of Reproduction
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            Answer Key: Your Physical Traits
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            Answer Key: Inheritance of Traits
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            Teacher Support: Animal Reproduction
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            Teacher Support: Is It All in the Genes?
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            Answer Key: Twin Studies
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            Answer Key: Organism Reproduction
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            Quiz Answer Key: Patterns of Reproduction
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            Teacher eText: Patterns of Inheritance
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            Teacher Support: How Tall Is Tall
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            Answer Key: Making Copies
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            Teacher Support: Observing Pistils and Stamens
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            Answer Key: Offspring Season
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            Teacher Support: An Apple Lesson
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            Answer Key: Probability and Genetics
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            Quiz Answer Key: Patterns of Inheritance
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            Teacher eText: Chromosomes and Inheritance
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            Answer Key: It Runs in the Family
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            Answer Key: Look Inside
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            Teacher Support: Whose Offspring is This?
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            Teacher Support: Chromosomes and Inheritance
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            Answer Key: Colorful Chromosomes
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            Teacher Support: About Those Chromosomes
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            Answer Key: Genetic Diseases
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            Quiz Answer Key: Chromosomes and Inheritance
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            Teacher eText: Genetic Coding and Protein Synthesis
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            Answer Key: The Role of DNA
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            Teacher Support: Modeling Protein Synthesis
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            Answer Key: Making Proteins
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            Teacher Support: All in the Numbers
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            Answer Key: How Cells Make Proteins
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            Quiz Answer Key: Genetic Coding and Protein Synthesis
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            Teacher eText: Genetic Technologies
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            Teacher Support: DNA Fingerprinting
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            Teacher Support: Extraction in Action
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            Answer Key: Solving Problems with Genetics
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            Answer Key: Advances in Genetics
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            Quiz Answer Key: Genetic Technologies
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            Teacher eText: Reproduction and Genetics
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            Teacher Support: Make the Right Call!
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            Teacher Support: DIY Make the Right Call!
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            Teacher Support: Reflect on Funky Fruits
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            Test Answer Key: Reproduction and Genetics
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            Teacher eText: Change Over Time
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            Quest Overview Teacher Support: A Migration Puzzle
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            PD Modeling Video: Change Over Time
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            Letter Home: Change Over Time
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            Readiness Test Answer Key: Change Over Time
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            Teacher Support: Walking Whales?
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            Teacher Support: A Migration Puzzle
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            Teacher eText: Early Study of Evolution
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            Teacher Support: Flowery Traits, Seedy Variations
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            Answer Key: Mystery on the Galapagos Islands
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            Teacher Support: Animal Feeding Adaptations
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            Teacher Support: Natural Selection In Butterfly Behavior
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            Teacher Support: How Do Species Change Over Time?
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            Answer Key: Adaptations and Variations
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            Teacher Support: Meet the Blackcaps
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            Answer Key: Variation Within Species
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            Quiz Answer Key: Early Study of Evolution
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            Teacher eText: Natural Selection
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            Answer Key: Mice Selection on the Prairie
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            Teacher Support: Variation in a Population
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            Answer Key: Lessons from the Potato Famine
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            Answer Key: Caterpillar Camouflage
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            Quiz Answer Key: Natural Selection
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            Teacher eText: The Process of Evolution
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            Answer Key: Frog Jump
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            Answer Key: Mutations Aren't All That Bad
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            Teacher Support: Adaptations of Birds
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            Answer Key: Separated Species
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            Teacher Support: Evolution of the Blackcaps
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            Answer Key: Genetic Drift and Gene Flow
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            Quiz Answer Key: The Process of Evolution
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            Teacher eText: Evidence in the Fossil Record
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            Answer Key: Along the Canyon Wall
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            Answer Key: Legs, Arms, Wings, and Flippers
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            Teacher Support: Finding Proof
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            Answer Key: Fossils Around the World
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            Answer Key: The Horse Fossil Record
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            Quiz Answer Key: Evidence in the Fossil Record
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            Teacher eText: Other Evidence of Evolution
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            Answer Key: Technology Over Time
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            Answer Key: Tiny Clues
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            Teacher Support: Species Adaptation
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            Teacher Support: Evidence of Evolution
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            Answer Key: Long Necks and Hoofed Feet
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            Teacher Support: Prepare Your Report
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            Answer Key: Evidence of Evolution in Proteins and DNA
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            Quiz Answer Key: Other Evidence of Evolution
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            Teacher eText: Change Over Time
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            Teacher Support: A Bony Puzzle
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            Teacher Support: DIY A Bony Puzzle
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            Teacher Support: Reflect on Blackcap Migration
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            Test Answer Key: Change Over Time
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            Teacher eText: Ecosystems and How They Change
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            Letter Home: Ecosystems and How They Change
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            Quest Overview Teacher Support: Mystery at Pleasant Pond
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            PD Modeling Video: Ecosystems and How They Change
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            Readiness Test Answer Key: Ecosystems and How They Change
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            Teacher Support: How Communities Change
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            Teacher Support: Mystery at Pleasant Pond Answer Key
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            Teacher eText: Living Things and the Environment
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            Teacher Support: Lining Up the Neighborhood
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            Answer Key: There's No Place Like Home
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            Answer Key: An Ecological Mystery
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            Teacher Support: Factors Affecting Growth
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            Teacher Support: Elbow Room
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            Teacher Support: Modeling a Dam
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            Teacher Support: Suspicious Activities Answer Key
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            Answer Key: Modeling Population Growth
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            Quiz Answer Key: Living Things and the Environment
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            Teacher eText: Energy Flow in Ecosystems
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            Teacher Support: Food Sources Answer Key
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            Answer Key: Energy Roles and Flows
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            Answer Key: Living Things in Ecosystems
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            Teacher Support: Chesapeake Bay Ecosystem Crisis
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            Teacher Support: Observing Decomposition
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            Answer Key: Cleaning an Oil Spill
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            Answer Key: A Changing Ecosystem
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            Teacher Support: Nutrients and Aquatic Organisms
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            Answer Key: Building an Ocean Food Web
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            Quiz Answer Key:  Energy Flow in Ecosystems
            Quiz Answer Key: Energy Flow in Ecosystems
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            Teacher eText: Interactions in Ecosystems
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            Answer Key: Competition in Daily Life Answer Key
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            Teacher Support: Symbiotic Relationships
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            Teacher Support: Life on the Reef
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            Teacher Support: Lab Competition and Predation
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            Answer Key: Shared Interactions
              Intended Role: Instructor

            Teacher Support: Matter and Energy in a Pond
              Intended Role: Instructor

            Answer Key: Analyzing Predator-Prey Relationships
              Intended Role: Instructor

            Quiz Answer Key: Interactions in Ecosystems
              Intended Role: Instructor

            Teacher eText: Dynamic and Resilient Ecosystems
              Intended Role: Instructor

            Answer Key: Succession in an Ecosystem
              Intended Role: Instructor

            Teacher Support: Primary or Secondary
              Intended Role: Instructor

            Answer Key: A Butterfly Mystery
              Intended Role: Instructor

            Answer Key: Monitoring Succession After the Eruption of Krakatau
              Intended Role: Instructor

            Quiz Answer Key: Dynamic and Resilient Ecosystems
              Intended Role: Instructor

            Teacher eText: Ecosystems and How They Change
              Intended Role: Instructor

            Teacher Support: Changes in an Ecosystem
              Intended Role: Instructor

            Teacher Support: DIY Changes in an Ecosystem
              Intended Role: Instructor

            Teacher Support: Reflections on a Pond
              Intended Role: Instructor

            Test Answer Key: Ecosystems and How They Change
              Intended Role: Instructor

            Teacher eText: Organisms, Energy, and Matter
              Intended Role: Instructor

            Quest Overview Teacher Support: Problem In the Greenhouse
              Intended Role: Instructor

            PD Modeling Video: Organisms, Energy, and Matter
              Intended Role: Instructor

            Letter Home: Organisms, Energy, and Matter
              Intended Role: Instructor

            Readiness Test Answer Key:  Organisms, Energy, and Matter
            Readiness Test Answer Key: Organisms, Energy, and Matter
              Intended Role: Instructor

            Teacher Support: Where Does the Energy Come From?
              Intended Role: Instructor

            Teacher Support: Problem in the Greenhouse Teacher Support/Answer Key
              Intended Role: Instructor

            Teacher eText: Photosynthesis
              Intended Role: Instructor

            Answer Key: Making Food for Cells
              Intended Role: Instructor

            Teacher Support: Lab Energy From the Sun
              Intended Role: Instructor

            Teacher Support: Greenhouse Survival
              Intended Role: Instructor

            Answer Key: Flower Food
              Intended Role: Instructor

            Teacher Support: Photosynthesis in the Greenhouse
              Intended Role: Instructor

            Answer Key: Limits to Photosynthesis
              Intended Role: Instructor

            Quiz Answer Key:  Photosynthesis
            Quiz Answer Key: Photosynthesis
              Intended Role: Instructor

            Teacher eText: Cellular Respiration
              Intended Role: Instructor

            Teacher Support: Lab Cellular Respiration
              Intended Role: Instructor

            Answer Key: Making Energy for Cells
              Intended Role: Instructor

            Teacher Support: Lab Exhaling Carbon Dioxide
              Intended Role: Instructor

            Answer Key: Energy to Food and Food to Energy
              Intended Role: Instructor

            Teacher Support: Respiration in the Greenhouse
              Intended Role: Instructor

            Answer Key: Oxygen Consumption
              Intended Role: Instructor

            Quiz Answer Key:  Cellular Respiration
            Quiz Answer Key: Cellular Respiration
              Intended Role: Instructor

            Teacher eText: Cycles of Matter
              Intended Role: Instructor

            Answer Key: Recycling Your Energy
              Intended Role: Instructor

            Answer Key: Cycles of Matter
              Intended Role: Instructor

            Teacher Support: Lab Following Water
              Intended Role: Instructor

            Answer Key: Earth's Recyclables
              Intended Role: Instructor

            Teacher Support: Cycling of Matter in the Greenhouse
              Intended Role: Instructor

            Answer Key: Carbon and the Ocean
              Intended Role: Instructor

            Quiz Answer Key: Cycles of Matter
              Intended Role: Instructor

            Teacher eText: Organisms, Energy, and Matter
              Intended Role: Instructor

            Teacher Support: Cycling Energy and Matter Teacher Support
              Intended Role: Instructor

            Teacher Support: DIY Cycling Energy and Matter
              Intended Role: Instructor

            Teacher Support: Reflect on the Problem in the Greenhouse
              Intended Role: Instructor

            Test Answer Key: Organisms, Energy, and Matter
              Intended Role: Instructor

            Teacher Support: Engineering and Design Notebook Life Science
              Intended Role: Instructor

            Course Letter Home: Life Science
              Intended Role: Instructor

            uDemonstrate Lab Rubric
              Intended Role: Instructor

            Google Expedition Teacher Guide: Matter and Change
              Intended Role: Instructor

            Note-Taking Strategies Answer Key
              Intended Role: Instructor

            Reading Strategies Handbook TOC
              Intended Role: Instructor

            Introduction: How to Read Science Content
              Intended Role: Instructor

            Teacher's Notes: Before Reading
              Intended Role: Instructor

            Teacher's Notes: During Reading
              Intended Role: Instructor

            Teacher's Notes: After Reading
              Intended Role: Instructor

            Reading Strategies Answer Key
              Intended Role: Instructor

            Pre/Post Test Answer Key
              Intended Role: Instructor

            End-of-Year Test Answer Key
              Intended Role: Instructor

            Benchmark Test A Answer Key
              Intended Role: Instructor

            Benchmark Test B Answer Key
              Intended Role: Instructor

            Benchmark Test C Answer Key
              Intended Role: Instructor