Organization: Product Name: Interactive Science Grade 8 2017 Ohio Product Version: v1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-017cd8c4-d42e-36cb-a5cc-c5322c2add56 Timestamp: Thursday, August 30, 2018 10:30 AM EDT Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Analyze and interpret data. - 8SIA4.0 Objects can have elastic potential energy due to their compression, or chemical potential energy due to their nature and arrangement of the atoms that make up the object. - 8PS3.2 Design and conduct a scientific investigation. - 8SIA2.0 Magnetic, electrical and gravitational forces can act at a distance. - 8PS1.1 Some forces between objects act when the objects are in direct contact or when they are not touching. - 8PS1.0 Communicate scientific procedures and explanations. - 8SIA8.0 Gravitational potential energy changes in a system as the masses or relative position(s) of objects are changed. - 8PS3.1 Think critically and logically to connect evidence and explanations. - 8SIA6.0 There are different types of potential energy. - 8PS3.0 Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. - Recalling Accurate Science 3 (8PS1.0) Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. - Interpreting and Communicating Science Concepts 2 (8LS3.0) Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. - Recalling Accurate Science 1 (8ESS2.0) Thermal energy can be transferred through radiation, convection and conduction. - 7PS3.3 Describe how different organ systems interact to enable complex multicellular organisms to survive. - Recalling Accurate Science (6LS3.0) Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback and movement. - 6LS3.4 Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. - Recalling Accurate Science (8LS1.0) Describe how genes, chromosomes and inherited traits are connected. - Recalling Accurate Science 1 (8LS3.0) Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. - 8LS2.0 Fossils provide important evidence of how life and environmental conditions have changed. - 8LS2.1 Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. - 8LS2.2 The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. - 8ESS1.1 The composition and properties of Earth's interior are identified by the behavior of seismic waves. - 8ESS1.0 Heat released from Earth's core drives convection currents throughout the mantle and the crust. - 8ESS1.4 Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. - 8ESS3.1 The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. - 8ESS1.3 A combination of constructive and destructive geologic processes formed Earth's surface. - 8ESS3.0 Earth has an inner and outer core, an upper and lower mantle, and a crust. - 8ESS1.2 Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. - Interpreting and Communicating Science Concepts 4 (8LS2.0) Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. - 8LS2.3 Most species (approximately 99 percent) that have lived on Earth are now extinct. - 8LS2.4 The net force acting on an object can change the object's direction and/or speed. - 8PS2.4 Use appropriate mathematics, tools and techniques to gather data and information. - 8SIA3.0 The net force on an object is the sum of all the forces acting on the object. - 8PS2.3 When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. - 8PS2.6 Identify questions that can be answered through scientific investigations. - 8SIA1.0 When the net force is greater than zero, the object's speed and /or direction will change. - 8PS2.5 Recognize and analyze alternative explanations and predictions. - 8SIA7.0 Forces have magnitude and direction. - 8PS2.0 Develop descriptions, models, explanations and predictions. - 8SIA5.0 Forces can be added. - 8PS2.2 Recall four different ways that energy can be transferred between two objects. - Recalling Accurate Science 4 (7PS3.0) The motion of an object is always measured with respect to a reference point. - 8PS2.1 Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. - 7PS2.0 Explain why genetic variations is a survival advantage. - Interpreting and Communicating Science Concepts (8LS1.0) Compare the exchange of genetic information during sexual and asexual reproduction. - Interpreting and Communicating Science Concepts 1 (8LS3.0) Describe how to determine the relative age of fossils found in sedimentary rock. - Recalling Accurate Science (8LS2.0) Describe the characteristics and transfer of dominant and recessive traits. - Recalling Accurate Science 2 (8LS3.0) Whether the organism is single-celled or multicellular, all of its parts function as a whole to perform the tasks necessary for the survival of the organism. - 6LS4.2 Level of organization within organisms includes cells, tissues, organs, organ systems and whole organisms. - 6LS4.1 Describe how the structure of specialized cells that form tissues (e.g., xylem, phloem, connective, muscle, nervous) relates to the function that the cells perform. - Recalling Accurate Science (6LS1.0) Organisms have diverse body plans, symmetry and internal structures that contribute to their being able to survive in their environments. - 6LS4.3 Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). - Recalling Accurate Science (8ESS1.0) Reproduction is necessary for the continuation of every species. - 8LS1.0 Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. - 8LS1.1 Reproduction is the transfer of genetic information from one generation to the next. - 8LS1.2 The characteristics of an organism are a result of inherited traits received from parent(s). - 8LS3.0 It can occur with mixing of genes from two individuals (sexual reproduction). - 8LS1.3 Expression of all traits is determined by genes and environmental factors to varying degrees. - 8LS3.1 Earth's crust consists of major and minor tectonic plates that move relative to each other. - 8ESS2.0 Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). - 8ESS4.2 The energy that forms convection currents comes from deep within the Earth. - 8ESS2.4 Earth is approximately 4.6 billion years old. - 8ESS4.1 Convection currents in the crust and upper mantle cause the movement of the plates. - 8ESS2.3 The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. - 8ESS2.2 Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. - 8ESS4.0 Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. - 8ESS2.1 Design and build a model of an earthquake-resistant structure (e.g., bridge, building, home). Draw a blueprint of the plan or design. Provide data to validate the choice of design. Test results using a shake table or another quantifiable measuring device. - Designing Technological/Engineering Solutions Using Science Concepts (8ESS1.0) It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). - 8LS1.4 Many genes influence more than one trait, and many traits are influenced by more than one gene. - 8LS3.2 The ability to reproduce defines living things. - 8LS1.5 During reproduction, genetic information (DNA) is transmitted between parent and offspring. - 8LS3.3 The geologic record can help identify past environmental and climate conditions. - 8ESS4.5 In asexual reproduction, the lone parent contributes DNA to the offspring. - 8LS3.4 Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. - 8ESS2.6 Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). - 8ESS4.4 In sexual reproduction, both parents contribute DNA to the offspring. - 8LS3.5 There are three main types of plate boundaries: divergent, convergent and transform. - 8ESS2.5 Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). - Recalling Accurate Science 2 (8ESS2.0) There are different methods to determine relative and absolute age of some rock layers in the geologic record. - 8ESS4.3 List of all Files Validated: imsmanifest.xml I_002e4621-802e-30de-8f76-b3f9dad26d78_R/BasicLTI.xml I_004ea82d-ea11-3170-a9e7-980fcb9fcd1e_1_R/BasicLTI.xml I_005cfaa1-de61-3dac-9eaf-8441ef99b0df_R/BasicLTI.xml I_008cc5aa-6433-3b4d-aa5a-de05c50d6a47_R/BasicLTI.xml I_0091e8d6-9bd6-3b3d-80cc-06a3fcc95c6a_R/BasicLTI.xml I_00979f46-c3d8-3e57-91b3-3ec7ab2846a6_R/BasicLTI.xml I_00a7f787-cabf-3307-8988-8063ab259e48_R/BasicLTI.xml I_0180eabc-5b49-3e30-8e11-d845e7d1a4cb_R/BasicLTI.xml 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I_ffc6f412-0271-3b92-a5f9-df8a2409411c_R/BasicLTI.xml I_ffe55ba0-29e7-37f3-b98d-5ca99168e9cc_R/BasicLTI.xml I_ffe61440-ca4e-383e-bdbb-210459283f0b_1_R/BasicLTI.xml I_fff5b05a-7377-353d-bb2f-fec421e63d56_1_R/BasicLTI.xml Title: Interactive Science Grade 8 2017 Ohio STEMQuest, STEM, and Program Resources STEMQuests Construction Without Destruction Construction Without Destruction Quest Kick-Off Construction Without Destruction Quest Rubric Construction Without Destruction Quest Checklist Make Your Construction Case Quest Check Protect the Plants Quest Check The Mating Game Quest Check Reflect on Your Basketball Court Plans Quest Findings Design to Stop a Thief Design to Stop a Thief Quest Kick-Off Design to Stop a Thief Rubric Design to Stop a Thief Checklist Light Behavior Quest Check Light Interacting with Matter Quest Check Lab Make Light Go Where You Want It Quest Check Lab Optical Demonstration Quest Check Reflect on Your Demonstration Quest Findings Funky Fruit Funky Fruit Quest Kick-Off Funky Fruit Quest Rubric Funky Fruit Quest Checklist About Those Chromosomes Quest Check All in the Numbers Quest Check Lab An Apple Lesson Quest Check Reflect on Funky Fruits Quest Findings Hot and Cool Chemistry Hot and Cool Chemistry Quest Kick-Off Hot and Cool Chemistry Rubric Hot and Cool Chemistry Checklist Design Your Pack Quest Check Energy Salts Quest Check Lab Heat It Up or Ice It Down Quest Check Lab Pack Building Quest Check Lab Reflect on Your Pack Quest Findings Keep Hot Liquids Hot Keep Hot Liquids Hot Quest Kick-Off Keep Hot Liquids Hot Quest Rubric Keep Hot Liquids Hot Quest Checklist Contain the Heat Quest Check Keep the Cold Out Quest Check Lab Keep the Heat In Quest Check Lab Reflect on Your Insulating Container Quest Findings Peak Performance Plan Peak Performance Plan Quest Kick-Off Peak Performance Plan Quest Rubric Peak Performance Plan Quest Checklist Heart Beat, Health Beat Quest Check Lab Training Systems Quest Check Training Table Quest Check Why Practice Makes Perfect Quest Check Reflect on Peak Performance Plan Quest Findings Searching for a Star Searching for a Star Quest Kick-Off Searching for a Star Quest Rubric Searching for a Star Quest Checklist Anybody Out There? Quest Check Searching for the Unseen Quest Check Space Invaders Quest Check Reflect on Searching for a Star Quest Findings Shrinking Your Carbon Footprint Shrinking Your Carbon Footprint Quest Kick-Off Shrinking Your Carbon Footprint Quest Rubric Shrinking Your Carbon Footprint Quest Checklist Energy Savings at School Quest Check Lab Footprint Steps Quest Check Make a Difference Quest Check Reflect on Shrinking Your Carbon Footprint Quest Findings The Big Fossil Hunt The Big Fossil Hunt Quest Kick-Off The Big Fossil Hunt Rubric The Big Fossil Hunt Checklist A Matter of Time Quest Check Lab Clues in the Rock Layers Quest Check Fossils Around the World Quest Check Time to Choose the Dig Site Quest Check Time for Reflection Quest Findings To Cross or Not to Cross To Cross or Not to Cross Quest Kick-Off To Cross or Not to Cross Quest Rubric To Cross or Not to Cross Quest Checklist Design an Animal Crossing Quest Check Lab Research the Effects of Highways and Crossings Quest Check The Community Speaks Quest Check Reflect on Your Animal Crossing Design Quest Findings To Hike or Not to Hike To Hike or Not to Hike Quest Kick-Off To Hike or Not to Hike Rubric To Hike or Not to Hike Checklist Patterns in the Cascade Range Quest Check Lab Signs of Eruption? Quest Check Lab Monitoring a Volcano Quest Activity Sheet Monitoring a Volcano Quest Check Mount Rainier's Threat Quest Check Reflect on Mount Rainier's Safety Quest Findings Performance Expectations Activities Growth, Development, and Reproduction of Organisms Growth, Development, and Reproductions of Organisms PE-MS-LS4-5 PEA Growth, Development, and Reproductions of Organisms PE-MS-LS1-5 PEA Growth, Development, and Reproductions of Organisms PE-MS-LS3-1 PEA Growth, Development, and Reproductions of Organisms PE-MS-LS3-2 PEA Growth, Development, and Reproductions of Organisms PE-MS-LS1-4 PEA Matter and Energy in Organisms and Ecosystems Matter and Energy in Organisms and Ecosystems PE-MS-LS1-6 PEA Matter and Energy in Organisms and Ecosystems PE-MS-LS1-7 PEA Matter and Energy in Organisms and Ecosystems PE-MS-LS2-1 Performance Expectation Activity Matter and Energy in Organisms and Ecosystems PE-MS-LS2-3 Performance Expectation Activity Matter and Energy in Organisms and Ecosystems PE-MS-LS2-4 Performance Expectation Activity Matter and Energy in Organisms and Ecosystems PE-MS-LS2-2 Performance Expectation Activity Structure, Function, and Information Processing Structure, Function, and Information Processing PE-MS-LS1-1 PEA Structure, Function, and Information Processing PE-MS-LS1-2 PEA Natural Selection and Adaptations Natural Selection and Adaptations PE-MS-LS4-1 PEA Natural Selection and Adaptations PE-MS-LS4-2 PEA Natural Selection and Adaptations PE-MS-LS4-3 PEA Natural Selection and Adaptations PE-MS-LS4-4 PEA Natural Selection and Adaptations PE-MS-LS4-6 PEA History of Earth History of Earth PE-MS-ESS2-3 Performance Expectation Activity History of Earth PE-MS-ESS1-4 Performance Expectation Activity History of Earth PE-MS-ESS2-2 Performance Expectation Activity Earth's Systems Earth's Systems PE-MS-ESS2-1 Performance Expectation Activity Earth's Systems PE-MS-ESS3-1 Performance Expectation Activity Human Impacts Human Impacts PE-MS-ESS3-2 Performance Expectation Activity Human Impacts PE-MS-ESS3-3 Performance Expectation Activity Human Impacts PE-MS-ESS3-4 Performance Expectation Activity Interdependent Relationships in Ecosystems Interdependent Relationships in Ecosystems PE-MS-LS2-5 Performance Expectation Activity Forces and Interactions Forces and Interactions PE-MS-PS2-1 Performance Expectation Activity Forces and Interactions PE-MS-PS2-2 Performance Expectation Activity Forces and Interactions PE-MS-PS2-3 Performance Expectation Activity Forces and Interactions PE-MS-PS2-4 Performance Expectation Activity Forces and Interactions PE-MS-PS2-5 Performance Expectation Activity Energy Energy PE-MS-PS3-1 Performance Expectation Activity Energy PE-MS-PS3-2 Performance Expectation Activity Energy PE-MS-PS3-3 Performance Expectation Activity Energy PE-MS-PS3-4 Performance Expectation Activity Energy PE-MS-PS3-5 Performance Expectation Activity Structure and Properties of Matter Structure and Properties of Matter PE-MS-PS1-1 PEA Structure and Properties of Matter PE-MS-PS1-3 PEA Structure and Properties of Matter PE-MS-PS1-4 PEA Structure and Properties of Matter PE-MS-PS1-6 PEA Chemical Reactions Chemical Reactions PE-MS-PS1-2 Performance Expectation Activity Chemical Reactions PE-MS-PS1-5 Performance Expectation Activity STEM Activities Table of Contents The Design Process Shake, Rattle, and Roll STEM Activity River Works STEM Activity I Wouldn't Drink That! STEM Activity Life on Mars STEM Activity It's All Water Under the Dam STEM Activity Energy Boosters STEM Activity Feeding Frenzy STEM Activity Out of the Corner of Your Eye STEM Activity Crystal Clear STEM Activity Sail Away STEM Activity Flipping the Switch STEM Activity Optical Security STEM Activity Program Resources Multilingual Glossary Table of Contents Relating to English Language Learners Reference Spanish Reference Chinese (simplified) Reference Chinese (traditional) Reference Haitian Creole Reference Hmong Reference Korean Reference Russian Reference Vietnamese Reference Interdisciplinary Activities Interdisciplinary Activities Overview Gold--The Noble Metal Cross-Curricular Act Dogs--The Loyal Companions Cross-Curricular Act The Olympic Games Cross-Curricular Act Corn--The Amazing Grain Cross-Curricular Act Bridges--From Vines to Steel Cross-Curricular Act Pompeii Cross-Curricular Act Journey to Mars Cross-Curricular Act African Rain Forests Cross-Curricular Act The Magic of the Movies Cross-Curricular Act The Mississippi Cross-Curricular Act Robots--At Your Service Cross-Curricular Act The Gift of the Nile Cross-Curricular Act Math Skill and Problem-Solving Activities Table of Contents Science Topics Used for Problem Solving Diagnostic Test Mastery Chart Diagnostic Test Section 1: Problem-Solving Skills Section 2: Fractions Section 3: Decimals Section 4: Exponents and Scientific Notation Section 5: Significant Figures Section 6: Ratios and Proportions Section 7: Percents Section 8: Geometry Section 9: Graphing Section 10: Using Math to Analyze Data Reading Strategies Handbook Vocabulary Skill: Learn New Words Reading Strategy: Take Notes Target Reading Skill: Compare and Contrast Inquiry Skills Activities Book 1 Table of Contents Observe Infer Predict Classify Make Models Communicate Measure Calculate Design an Experiment - Introduction Pose Questions Develop a Hypothesis Control Variables Form Operational Definitions Interpret Data Draw Conclusions Design an Experiment - Practice Create Data Tables Create Bar Graphs Create Line Graphs Create Circle Graphs Test A: Basic Process Skills Test B: Measure and Calculate Test C: Design Experiments Test D: Data Tables and Graphs Inquiry Skills Activities Book 2 Table of Contents Observe Infer Predict Classify Make Models Communicate Measure Calculate Design an Experiment - Introduction Pose Questions Develop a Hypothesis Control Variables Form Operational Definitions Interpret Data Draw Conclusions Design an Experiment - Practice Create Data Tables Create Bar Graphs Create Line Graphs Create Circle Graphs Test A: Basic Process Skills Test B: Measure and Calculate Test C: Design Experiments Test D: Data Tables and Graphs Inquiry Skills Activities Book 3 Table of Contents Observe Infer Predict Classify Make Models Communicate Measure Calculate Design an Experiment - Introduction Pose Questions Develop a Hypothesis Control Variables Form Operational Definitions Interpret Data Draw Conclusions Design an Experiment - Practice Create Data Tables Create Bar Graphs Create Line Graphs Create Circle Graphs Test A: Basic Process Skills Test B: Measure and Calculate Test C: Design Experiments Test D: Data Tables and Graphs Texas Instruments Calculator-Based Labs Angling for Access Heart Beat, Health Beat Heating Earth's Surface Just Add Water Keeping Comfortable Melting Ice Shedding Light on Ions Sticky Sneakers Sunny Rays and Angles Scenario-Based Investigations Scenario-Based Investigations Overview Life Science Dialysis Works Too Scenario-Based Act Eating for Success Scenario-Based Act Fantasy Food Chain Scenario-Based Act Fantasy Zoo Scenario-Based Act Hit the Ball or You're Out! Scenario-Based Act How Could That Be? Scenario-Based Act It Must Be Dominant! Scenario-Based Act Just Count the Bubbles Scenario-Based Act Light Bulbs Can't Use Much Energy Scenario-Based Act Mealworm Migration Scenario-Based Act Muscle Fatigue Scenario-Based Act Oh No! My Heart's Beating Too Fast! Scenario-Based Act Plants in Space Scenario-Based Act Saved By a Life Cycle Scenario-Based Act Some Resources Are Worth Saving Scenario-Based Act Stay Calm if You Can Scenario-Based Act Tay-Sachs Scenario-Based Act That Can't Possibly Work Scenario-Based Act The Cell Game Scenario-Based Act The Pandemic Starts Here Scenario-Based Act The Problem With Runoff Scenario-Based Act The Stomach Stone Controversy Scenario-Based Act The WWGP Is Coming Scenario-Based Act Working Together Is the Key Scenario-Based Act Worms Under Attack! Scenario-Based Act Mom's Car Must Be Alive! Earth Science Cutting Corners Doesn't Always Save Scenario-Based Act Do Planets Float? Scenario-Based Act Dunwich Is Done Scenario-Based Act Flight 7084 to Barcelona Scenario-Based Act Goodbye, Columbus Scenario-Based Act High-Priority Earthquake Zones Scenario-Based Act In Memory of Winifred Scenario-Based Act Jane Versus the Volcano Scenario-Based Act Mile-High Baseball Scenario-Based Act My Rock Tells a Story Scenario-Based Act My Water Smells Like Gasoline Scenario-Based Act No Shoes in This Box Scenario-Based Act Predicting the Weather Is No Sport Scenario-Based Act Smearing Causes Seasons Scenario-Based Act The Fire Trucks Are Coming! Scenario-Based Act The Last Survivors Scenario-Based Act What Causes our Climate? Scenario-Based Act Asteroid Smasher Scenario-Based Act Physical Science Catching the Waves Scenario-Based Act Help! I'm Trapped Under Here! Scenario-Based Act Ice Cream, You Scream Scenario-Based Act My Glass Is Leaking! Scenario-Based Act My House Is Wired! Scenario-Based Act Please Drop In Scenario-Based Act Rogue Wave Scenario-Based Act Seeing With Your Ears Scenario-Based Act Stuck At the Top Scenario-Based Act The Element Museum Scenario-Based Act The Mayor Is Worried Scenario-Based Act The North Pole or the South Pole? Scenario-Based Act The Pipeline Is Burning Scenario-Based Act What a Mass Scenario-Based Act Where Is the Battery? Scenario-Based Act Bonding Super Heroes Scenario-Based Act Seeing In the Dark Scenario-Based Act Science, Engineering, and Technology Skills Casting a Vote that Makes Sense Scenario-Based Act Messy Data Scenario-Based Act This Isn't Science! Scenario-Based Act Bias, Anyone? Scenario-Based Act Project-Based Activities Earth Science Volcanoes and People Project Plates Move! Project Growing a Crystal Garden Project Build an Earthquake-Safe House Project Make a Model of Earth Project Design and Build a Dam Project Getting on the Map Project Soils for Seeds Project A Precious Resource Project Breaking It Down Project Energy Audit Project Variety Show Project What's a Crowd? Project A Journey Back in Time Project Physical Science A Story of Changes in Matter Project Build a Closed Reaction Chamber Project Density-Calculating System Project Make Your Own Indicator Project Models of Compounds Project Survey Properties of Metals Project Cause for Alarm Project Design and Build a Roller Coaster Project In Hot Water Project Magnetic Art Project Newton Scooters Project Show Some Motion Project The Nifty Lifting Machine Project Life Science All in the Family Project Egg-speriment with a Cell Project Life's Long Calendar Project Science in the Community Project Proteins From a Double Helix Project Shine On! Project Teach Others About a Trait Project A Mushroom Farm STEM Activity Animal Adaptations Project Animals in the Neighborhood Project Bird Watch Project Build an Interactive Exhibit Project Design and Build an Animal Habitat Project Mystery Object Project Chapter 1 Using Scientific Inquiry Using Scientific Inquiry Chapter Opener DNA Crop Dusters Part 1 Untamed Science™ Video DNA Crop Dusters Part 2 Untamed Science™ Video Big Question Discussion and Rubric Lesson 1 How Scientists Work Engage and Explore How Does a Scientist Think? Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. How Scientists Work After the Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Explain and Elaborate Scientific Skills Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. How Scientists Work Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. How Scientists Work Enrich Evaluate How Scientists Work Assess Your Understanding Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. How Scientists Work Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. How Scientists Work Lesson Quiz Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Lesson 1 How Scientists Work eText Link Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Lesson 2 The Characteristics of Scientific Knowledge Engage and Explore Developing a Theory Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. The Characteristics of Scientific Knowledge After the Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Explain and Elaborate Activities of Science Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Science and Its Method Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Scientific Thinking Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. The Characteristics of Scientific Knowledge Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. The Characteristics of Scientific Knowledge Enrich Evaluate The Characteristics of Scientific Knowledge Assess Your Understanding Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. The Characteristics of Scientific Knowledge Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. The Characteristics of Scientific Knowledge Lesson Quiz Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Lesson 2 The Characteristics of Scientific Knowledge eText Link Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Lesson 3 Designing an Experiment Engage and Explore What's the Question? Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Designing an Experiment After the Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Explain and Elaborate Becoming a Learning Detective Pre-Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Becoming a Learning Detective Directed Inquiry Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Becoming a Learning Detective Open Inquiry Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. How Can You Explain It? Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Starts With a Question Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Designing an Experiment Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Designing an Experiment Enrich Evaluate Designing an Experiment Assess Your Understanding Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Designing an Experiment Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Designing an Experiment Lesson Quiz Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Lesson 3 Designing an Experiment eText Link Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Lesson 4 Scientific Literacy Engage and Explore Posing Questions Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy After the Inquiry Warm-Up Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Explain and Elaborate Analyzing Claims Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy Survey Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Source of Information Quick Lab Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy Enrich Evaluate Scientific Literacy Assess Your Understanding Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy Lesson Quiz Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Lesson 4 Scientific Literacy eText Link Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Chapter 1 Science Matters Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Use appropriate mathematics, tools and techniques to gather data and information. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Chapter Assessment Chapter Test A Chapter Test B How Scientists Work Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. How Scientists Work Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. The Characteristics of Scientific Knowledge Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. The Characteristics of Scientific Knowledge Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Designing an Experiment Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Designing an Experiment Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy Review and Reinforce Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Scientific Literacy Key Concept Summary Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Chapter Test Curriculum Standards: Identify questions that can be answered through scientific investigations. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Design and conduct a scientific investigation. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Chapter 2 Mathematics and Models in Science Mathematics and Models in Science Big Question Discussion Board Prompt Grams and Meters and Liters - Oh My! Part 1 Untamed Science™ Video Grams and Meters and Liters - Oh My! Part 2 Untamed Science™ Video Big Question Discussion and Rubric Lesson 1 Scientific Measurement Engage and Explore What Is Scientific Measurement Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Scientific Measurement After the Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Explain and Elaborate A Unit of SI Quick Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Measuring With SI Quick Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Scientific Measurement Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Scientific Measurement Enrich Evaluate Scientific Measurement Assess Your Understanding Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Scientific Measurement Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Scientific Measurement Lesson Quiz Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Lesson 1 Scientific Measurement eText Link Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Lesson 2 Mathematics and Scientific Thinking Engage and Explore How Do Math and Science Work Together Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Mathematics and Scientific Thinking After the Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Explain and Elaborate Is It Accurate? Quick Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Math Tools in Science Quick Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Mathematics and Scientific Thinking Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Mathematics and Scientific Thinking Enrich Evaluate Mathematics and Scientific Thinking Assess Your Understanding Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Mathematics and Scientific Thinking Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Mathematics and Scientific Thinking Lesson Quiz Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Lesson 2 Mathematics and Scientific Thinking eText Link Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Lesson 3 Using Graphs in Science Engage and Explore What's in a Graph? Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Using Graphs in Science After the Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Explain and Elaborate Recognizing Trends Quick Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Using Graphs in Science Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Using Graphs in Science Enrich Evaluate Using Graphs in Science Assess Your Understanding Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Using Graphs in Science Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Using Graphs in Science Lesson Quiz Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Lesson 3 Using Graphs in Science eText Link Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Lesson 4 Models and Systems Engage and Explore Models in Science Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Models and Systems After the Inquiry Warm-Up Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Explain and Elaborate Selecting Models Pre-Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Selecting Models Directed Inquiry Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Selecting Models Open Inquiry Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Characteristics of Systems Quick Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Working With Models Quick Lab Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Models and Systems Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Models and Systems Enrich Evaluate Models and Systems Assess Your Understanding Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Models and Systems Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Models and Systems Lesson Quiz Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Lesson 4 Models and Systems eText Link Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Lesson 5 Safety in the Science Laboratory Engage and Explore Can You Name the Safety Equipment Inquiry Warm-Up Safety in the Science Laboratory After the Inquiry Warm-Up Explain and Elaborate Be Prepared to Be Safe in the Field Quick Lab How Would You Respond to These Emergencies? Quick Lab Safety in the Science Laboratory Key Concept Summary Safety in the Science Laboratory Enrich Evaluate Safety in the Science Laboratory Assess Your Understanding Safety in the Science Laboratory Review and Reinforce Safety in the Science Laboratory Lesson Quiz Lesson 5 Safety in the Science Laboratory eText Link Chapter 2 Science Matters Curriculum Standards: Identify questions that can be answered through scientific investigations. Design and conduct a scientific investigation. Use appropriate mathematics, tools and techniques to gather data and information. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Recognize and analyze alternative explanations and predictions. Communicate scientific procedures and explanations. Chapter Assessment Chapter Test A Chapter Test B Scientific Measurement Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Scientific Measurement Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Mathematics and Scientific Thinking Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Mathematics and Scientific Thinking Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Using Graphs in Science Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Using Graphs in Science Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Models and Systems Review and Reinforce Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Models and Systems Key Concept Summary Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Safety in the Science Laboratory Review and Reinforce Safety in the Science Laboratory Key Concept Summary Chapter Test Curriculum Standards: Use appropriate mathematics, tools and techniques to gather data and information. Think critically and logically to connect evidence and explanations. Develop descriptions, models, explanations and predictions. Chapter 3 Introducing Earth Introducing Earth Opener Beyond the Dirt Untamed Science™ Video Big Question Discussion and Rubric Lesson 1 The Earth System Engage and Explore Blog Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. What Is a System? Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Earth System After the Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Explain and Elaborate What Are the Main Parts of the Earth System? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earth's System Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Do Constructive and Destructive Forces Change Earth? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Parts of Earth's System Quick Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. What Forces Shape Earth? Quick Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Modeling Mantle Convection Currents Pre-Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Modeling Mantle Convection Currents Directed Inquiry Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Modeling Mantle Convection Currents Open Inquiry Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Earth System Key Concept Summary Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Earth System Enrich Evaluate The Earth System Assess Your Understanding Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Earth System Review and Reinforce Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Earth System Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Earth System Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 1 The Earth System eText Link Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 2 Earth's Interior Engage and Explore Inside Earth Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Interior Inquiry Warm-Up Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Interior After the Inquiry Warm-Up Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Explain and Elaborate How Do Geologists Learn about Earth's Interior? Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). What Are the Features of Earth's Crust, Mantle, and Core? Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Exploring Earth's Layers Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). How Do Scientists Find Out What's Inside Earth? Quick Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Layers Virtual Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Build a Model of Earth Quick Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Interior Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Interior Enrich Evaluate Earth's Interior Assess Your Understanding Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Interior Review and Reinforce Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Interior Lesson Quiz Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Earth's Interior Lesson Quiz Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Lesson 2 Earth's Interior eText Link Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. The refraction and reflection of seismic waves as they move through one type of material to another is used to differentiate the layers of Earth's interior. Earth has an inner and outer core, an upper and lower mantle, and a crust. The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Identify the different composition and consistency of each layer of Earth's interior (inner and outer core, upper and lower mantle, crust). Lesson 3 Water Erosion Engage and Explore The Great Blue Hole Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. How Does Water Wear Away Rocks? Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Water Erosion After the Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Explain and Elaborate Moving Water and Erosion Summary Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Land Features Formed by Erosion Summary Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Why Live Where It Floods? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Raindrops Falling Quick Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Erosion Cube Quick Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Water Erosion Key Concept Summary Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Water Erosion Enrich Evaluate Water Erosion Assess Your Understanding Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Water Erosion Review and Reinforce Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Water Erosion Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Water Erosion Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Lesson 3 Water Erosion eText Link Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Lesson 4 Glacial Erosion Engage and Explore Why Are Glaciers Blue? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. How Do Glaciers Change the Land? Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Glacial Erosion After the Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Explain and Elaborate How Do Glaciers Form and Move? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. How Do Glaciers Cause Erosion and Deposition? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Effects of Glaciers Interactivity Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Surging Glaciers Quick Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Modeling Valleys Quick Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Glacial Erosion Key Concept Summary Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Glacial Erosion Enrich Evaluate Glacial Erosion Assess Your Understanding Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Glacial Erosion Review and Reinforce Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Glacial Erosion Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Glacial Erosion Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Lesson 4 Glacial Erosion eText Link Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Lesson 5 Wave Erosion Engage and Explore What Is Sand Made Of? Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Wave Erosion After the Inquiry Warm-Up Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Wave Blog Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Explain and Elaborate Shaping a Coastline Quick Lab Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Wave Erosion Key Concept Summary Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Wave Erosion Enrich How Do Waves Cause Erosion and Deposition? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Effects of Waves Interactivity Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Evaluate Wave Erosion Assess Your Understanding Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Wave Erosion Review and Reinforce Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Wave Erosion Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Wave Erosion Lesson Quiz Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Lesson 5 Wave Erosion eText Link Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Chapter 3 Science Matters Curriculum Standards: Communicate scientific procedures and explanations. The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth has an inner and outer core, an upper and lower mantle, and a crust. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. My Science Coach & My Reading Web Read at My Level Forces, Mass & Cycles Level 1 Forces, Weight & Mass, and Cycles Level 2 Understandng Forces & Cycles Level 3 Get More Practice Sinkholes Glaciers Shoreline Erosion Chapter Assessment Chapter Test A Chapter Test B What Are the Main Parts of the Earth System? Curriculum Standards: A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Chapter Test Chapter 4 Earthquakes Earthquakes Opener Why Quakes Shake Untamed Science™ Video Discussion Board Question and Rubric Lesson 1 Earthquakes and Seismic Waves Engage and Explore Disaster: Witness to Disaster Planet Diary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Do Seismic Waves Travel Through Earth? Inquiry Warm-Up Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquakes and Seismic Waves After the Inquiry Warm-Up Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Explain and Elaborate What Are Seismic Waves? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Seismic Waves Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Are Earthquakes Measured? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Is an Epicenter Located? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquake Engineering Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Finding the Epicenter Pre-Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Finding the Epicenter Directed Inquiry Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Finding the Epicenter Open Inquiry Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Properties of Seismic Waves Quick Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Measuring Earthquakes Quick Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Locating an Earthquake Virtual Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquakes and Seismic Waves Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquakes and Seismic Waves Enrich Evaluate Earthquakes and Seismic Waves Assess Your Understanding Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquakes and Seismic Waves Review and Reinforce Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquakes and Seismic Waves Lesson Quiz Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquakes and Seismic Waves Lesson Quiz Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 1 Earthquakes and Seismic Waves eText Link Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 2 Forces in Earth's Crust Engage and Explore Misconception: Still Growing Planet Diary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Does Stress Affect Earth's Crust? Inquiry Warm-Up Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Forces in Earth's Crust After the Inquiry Warm-Up Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Explain and Elaborate How Does Stress Change Earth's Crust? Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Do Faults Form? Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Does Plate Movement Create New Landforms? Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Stresses and Faults Interactivity Art in Motion Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Effects of Stress Quick Lab Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Modeling Faults Quick Lab Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Modeling Stress Quick Lab Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Forces in Earth's Crust Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Forces in Earth's Crust Enrich Evaluate Forces in Earth's Crust Assess Your Understanding Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Forces in Earth's Crust Review and Reinforce Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Forces in Earth's Crust Lesson Quiz Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Forces in Earth's Crust Lesson Quiz Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 2 Forces in Earth's Crust eText Link Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 3 Monitoring Earthquakes Engage and Explore Fun Fact: Whole Lot of Shaking Going On Planet Diary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. How Can Seismic Waves Be Detected? Inquiry Warm-Up Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Monitoring Earthquakes After the Inquiry Warm-Up Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Explain and Elaborate How Do Seismographs Work? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. What Patterns Do Seismographic Data Reveal? Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Placing a Bay Area Stadium Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Design a Seismograph Quick Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Earthquake Patterns Quick Lab Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Monitoring Earthquakes Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Monitoring Earthquakes Enrich Evaluate Monitoring Earthquakes Assess Your Understanding Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Monitoring Earthquakes Review and Reinforce Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Monitoring Earthquakes Lesson Quiz Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Monitoring Earthquakes Lesson Quiz Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Lesson 3 Monitoring Earthquakes eText Link Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Chapter 4 Science Matters Curriculum Standards: Design and conduct a scientific investigation. Analyze and interpret data. Develop descriptions, models, explanations and predictions. Think critically and logically to connect evidence and explanations. Communicate scientific procedures and explanations. Design and build a model of an earthquake-resistant structure (e.g., bridge, building, home). Draw a blueprint of the plan or design. Provide data to validate the choice of design. Test results using a shake table or another quantifiable measuring device. Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. My Science Coach & My Reading Web Read at My Level Force, Mass & Volume Level 1 Force & Matter Level 2 Motion & Matter Level 3 Get More Practice Folding and Faulting Seismic Waves Chapter Assessment Chapter Test A Chapter Test B How Are Earthquakes Measured? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Monitoring Earthquakes Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. How Does Stress Change Earth's Crust? Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Do Seismographs Work? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. What Are Seismic Waves? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Stresses and Faults Interactivity Art in Motion Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Earthquakes and Seismic Waves Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Placing a Bay Area Stadium Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. What Patterns Do Seismographic Data Reveal? Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Forces in Earth's Crust Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Chapter Test Chapter 5 Plate Tectonics Plate Tectonics Opener Diving Toward Divergence Untamed Science™ Video Diving Toward Divergence Untamed Science™ VideoThis video is designed as a lesson introduction. In it, the Untamed ScienceTM crew visits Iceland, where the Mid-Atlantic Ridge rises above the surface of the ocean, allowing them to get a close look at sea-floor spreading. Discussion Board Question and Rubric Lesson 1 Convection and The Mantle Engage and Explore Lighting Up the Subject Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Tracing Heat Flow Inquiry Warm-Up Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Convection and the Mantle After the Inquiry Warm-Up Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Explain and Elaborate How Is Heat Transferred? Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Heat Transfer Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Does Convection Occur in Earth's Mantle? Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Convection in Earth's Mantle Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Can Heat Cause Motion in a Liquid? Quick Lab Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Convection and the Mantle Key Concept Summary Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Convection and the Mantle Enrich Evaluate Convection and the Mantle Assess Your Understanding Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Convection and the Mantle Review and Reinforce Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Convection and the Mantle Lesson Quiz Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Convection and the Mantle Lesson Quiz Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 1 Convection and The Mantle eText Link Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 2 Volcanoes and Plate Tectonics Engage and Explore Mountain of Fire, Moutain of Ice Planet Diary Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanoes and Plate Tectonics After the Inquiry Warm-Up Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Moving Volcanoes Inquiry Warm-Up Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Explain and Elaborate Where Are Volcanoes Found on Earth's Surface? Summary Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanic Boundaries and Hot Spots Interactivity Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Where Are Volcanoes Found on Earth? Quick Lab Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanoes and Plate Tectonics Key Concept Summary Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanoes and Plate Tectonics Enrich Evaluate Volcanoes and Plate Tectonics Assess Your Understanding Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanoes and Plate Tectonics Review and Reinforce Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanoes and Plate Tectonics Lesson Quiz Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanoes and Plate Tectonics Lesson Quiz Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 2 Volcanoes and Plate Tectonics eText Link Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 3 Drifting Continents Engage and Explore A Puzzled Look Planet Diary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Drifting Continents After the Inquiry Warm-Up Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. How Are Earth's Continents Linked Together? Inquiry Warm-Up Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Explain and Elaborate Wegener's Hypothesis about Continents Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Continental Drift Interactivity Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Moving the Continents Quick Lab Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Drifting Continents Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Drifting Continents Enrich Evaluate Drifting Continents Assess Your Understanding Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Drifting Continents Review and Reinforce Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Drifting Continents Lesson Quiz Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Drifting Continents Lesson Quiz Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Lesson 3 Drifting Continents eText Link Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Lesson 4 Sea-Floor Spreading Engage and Explore Sea-Floor Spreading After the Inquiry Warm-Up Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Change in Density Inquiry Warm-Up Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Explain and Elaborate Marie Tharp Planet Diary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Sea-Floor Spreading Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. What Is Sea-Floor Spreading? Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. What Are Mid-Ocean Ridges? Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Deep-Ocean Trenches Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Mid-Ocean Ridges Quick Lab Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Reversing Poles Quick Lab Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Modeling Sea-Floor Spreading Pre-Lab Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Modeling Sea-Floor Spreading Directed Inquiry Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Modeling Sea-Floor Spreading Open Inquiry Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Sea-Floor Spreading Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Sea-Floor Spreading Enrich Evaluate Sea-Floor Spreading Assess Your Understanding Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Sea-Floor Spreading Review and Reinforce Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Sea-Floor Spreading Lesson Quiz Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Sea-Floor Spreading Lesson Quiz Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Lesson 4 Sea-Floor Spreading eText Link Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Lesson 5 The Theory of Plate Tectonics Engage and Explore Slip-Sliding Away Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Plate Interactions Inquiry Warm-Up Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Theory of Plate Tectonics After the Inquiry Warm-Up Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Explain and Elaborate The Theory of Plate Tectonics Summary Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Predicting Plate Motions Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Changing Earth's Crust Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Mantle Convection Currents Quick Lab Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Rate of Continental Drift Virtual Lab Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Theory of Plate Tectonics Key Concept Summary Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Theory of Plate Tectonics Enrich Evaluate The Theory of Plate Tectonics Assess Your Understanding Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Theory of Plate Tectonics Review and Reinforce Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Theory of Plate Tectonics Lesson Quiz Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Theory of Plate Tectonics Lesson Quiz Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Lesson 5 The Theory of Plate Tectonics eText Link Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Chapter 5 Science Matters Curriculum Standards: Recognize and analyze alternative explanations and predictions. The composition and properties of Earth's interior are identified by the behavior of seismic waves. Earth's crust consists of major and minor tectonic plates that move relative to each other. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. My Science Coach & My Reading Web Read at My Level Earth's Structure Level 1 Look Inside Earth Level 2 Earth's Crust, Mantle & Core Level 3 Get More Practice Historical Perspective Alfred Wegener Dive and Discover: Mid-Ocean Ridges Developing the Theory Plates and Boundaries Chapter Assessment Chapter Test A Chapter Test B Changing Earth's Crust Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Deep-Ocean Trenches Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. What Is Sea-Floor Spreading? Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Wegener's Hypothesis about Continents Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Sea-Floor Spreading Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Continental Drift Interactivity Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The Theory of Plate Tectonics Key Concept Summary Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. The Theory of Plate Tectonics Summary Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. A Puzzled Look Planet Diary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Where Are Volcanoes Found on Earth's Surface? Summary Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Predicting Plate Motions Curriculum Standards: Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Describe the general history of plate tectonics, including the early observations, discoveries, and ideas that combined, that eventually lead to the modern theory of plate tectonics. Identify the standard geologic features or events that occur at each of the boundaries (e.g., oceanic trenches are formed at converging plate boundaries, oceanic ridges form at diverging plate boundaries). Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Volcanoes and Plate Tectonics Key Concept Summary Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Is Heat Transferred? Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. What Are Mid-Ocean Ridges? Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The energy that forms convection currents comes from deep within the Earth. Drifting Continents Key Concept Summary Curriculum Standards: Earth's crust consists of major and minor tectonic plates that move relative to each other. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Volcanic Boundaries and Hot Spots Interactivity Curriculum Standards: Convection currents in the crust and upper mantle cause the movement of the plates. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. How Does Convection Occur in Earth's Mantle? Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. Heat released from Earth's core drives convection currents throughout the mantle and the crust. Convection currents in the crust and upper mantle cause the movement of the plates. The energy that forms convection currents comes from deep within the Earth. A combination of constructive and destructive geologic processes formed Earth's surface. Earth's surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Chapter Test Chapter 6 A Trip Through Geologic Time A Trip Through Geologic Time Opener Riding the Geo-Vator Untamed Science™ Video Discussion Board Question and Rubric Lesson 1 Fossils Engage and Explore A Dinosaur Named Sue My Planet Diary Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. What's in a Rock? Inquiry Warm-Up Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Fossils After the Inquiry Warm-Up Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Explain and Elaborate What Are Fossils? Key Concept Summary Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Fossil Formation Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. What Are the Kinds of Fossils? Key Concept Summary Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. What Do Fossils Show? Key Concept Summary Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Piecing Together the Past Interactivity Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Modeling Trace Fossils Quick Lab Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Sweet Fossils Quick Lab Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Modeling the Fossil Record Quick Lab Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Fossils Key Concept Summary Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Fossils Enrich Evaluate Fossils Assess Your Understanding Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Fossils Review and Reinforce Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Fossils Lesson Quiz Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Fossils Lesson Quiz Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Lesson 1 Fossils eText Link Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Lesson 2 The Relative Age of Rocks Engage and Explore Rock Layer Blog Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Which Layer Is the Oldest? Inquiry Warm-Up Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. The Relative Age of Rocks After the Inquiry Warm-Up Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Explain and Elaborate How Old Are Rock Layers? Key Concept Summary Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. How Can Rock Layers Change? Key Concept Summary Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. How Did It Form? Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Exploring Geologic Time Through Core Samples Pre-Lab Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Exploring Geologic Time Through Core Samples Directed Inquiry Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Exploring Geologic Time Through Core Samples Open Inquiry Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. The Relative Age of Rocks Key Concept Summary Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. The Relative Age of Rocks Enrich Evaluate The Relative Age of Rocks Assess Your Understanding Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. The Relative Age of Rocks Review and Reinforce Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. The Relative Age of Rocks Lesson Quiz Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. The Relative Age of Rocks Lesson Quiz Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Lesson 2 The Relative Age of Rocks eText Link Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Lesson 3 Radioactive Dating Engage and Explore Marie Curie Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. How Long Till It's Gone? Inquiry Warm-Up Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Radioactive Dating After the Inquiry Warm-Up Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Explain and Elaborate What Is Radioactive Decay? Key Concept Summary Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. What Is Radioactive Dating? Key Concept Summary Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. How Do You Find the Age of a Rock? Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. The Dating Game Quick Lab Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. How Old Is It? Quick Lab Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Radiometric Dating Virtual Lab Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Radioactive Dating Key Concept Summary Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Radioactive Dating Enrich Evaluate Radioactive Dating Assess Your Understanding Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Radioactive Dating Review and Reinforce Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Radioactive Dating Lesson Quiz Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Radioactive Dating Lesson Quiz Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Lesson 3 Radioactive Dating eText Link Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Lesson 4 The Geologic Time Scale Engage and Explore Earth's History in a Day My Planet Diary Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). This Is Your Life! Inquiry Warm-Up Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The Geologic Time Scale After the Inquiry Warm-Up Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). Explain and Elaborate What Is the Geologic Time Scale? Key Concept Summary Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). Going Back in Time Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The Geologic Time Scale Key Concept Summary Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The Geologic Time Scale Enrich Evaluate The Geologic Time Scale Assess Your Understanding Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The Geologic Time Scale Review and Reinforce Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The Geologic Time Scale Lesson Quiz Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). Lesson 4 The Geologic Time Scale eText Link Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). Lesson 5 Early Earth Engage and Explore Exploring Life Underwater Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. How Could Planet Earth Form in Space? Inquiry Warm-Up Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Early Earth After the Inquiry Warm-Up Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Explain and Elaborate How Did Earth Form? Key Concept Summary Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Learning From Fossils Quick Lab Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Early Earth Key Concept Summary Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Early Earth Enrich Evaluate Early Earth Assess Your Understanding Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Early Earth Review and Reinforce Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Early Earth Lesson Quiz Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Early Earth Lesson Quiz Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Lesson 5 Early Earth eText Link Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Chapter 6 Science Matters Curriculum Standards: Think critically and logically to connect evidence and explanations. Earth is approximately 4.6 billion years old. The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. My Science Coach & My Reading Web Read at My Level Plate Tectonics & Types of Rocks Level 1 Plate Tectonics, Sediment & Rocks Level 2 Erosion, Deposition & Change Level 3 Get More Practice Fossils Understanding Geologic Time Geologic Time Scale Geological Eras The Hadean Eon Chapter Assessment Chapter Test A Chapter Test B What Are the Kinds of Fossils? Key Concept Summary Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. How Can Rock Layers Change? Key Concept Summary Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. How Old Are Rock Layers? Key Concept Summary Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. What Is Radioactive Dating? Key Concept Summary Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. Early Earth Key Concept Summary Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. What Is Radioactive Decay? Key Concept Summary Curriculum Standards: The formation of the planet generated heat from gravitational energy and the decay of radioactive elements, which is still present today. There are different methods to determine relative and absolute age of some rock layers in the geologic record. The Geologic Time Scale Key Concept Summary Curriculum Standards: Earth is approximately 4.6 billion years old. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). The Relative Age of Rocks Key Concept Summary Curriculum Standards: Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. Earth history is based on observations of the geologic record and the understanding that processes observed at present day are similar to those that occurred in the past (uniformitarianism). There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). The geologic record can help identify past environmental and climate conditions. Describe how to determine the relative age of fossils found in sedimentary rock. Fossil Formation Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. What Do Fossils Show? Key Concept Summary Curriculum Standards: The geologic record can help identify past environmental and climate conditions. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Chapter Test Chapter 7 Plant and Animal Life Cycles Plant and Animal Structures Opener Eating Like an Animal Untamed Science™ Video Discussion Board Question and Rubric Lesson 1 Plant Structures Engage and Explore Plant Giants Which Plant Part Is It? Inquiry Warm-Up Plant Structures After the Inquiry Warm-Up Explain and Elaborate What Are the Functions of Roots, Stems, and Leaves Summary Tree Rings Apply It! How Do Seeds Become New Plants? Seed Dispersal What Are the Structures of a Flower? Investigating Stomata Pre-Lab Investigating Stomata Directed Inquiry Investigating Stomata Open Inquiry Lab Modeling Flowers Quick Lab The In-Seed Story Quick Lab Plant Structures Key Concept Summary Plant Structures Enrich Evaluate Plant Structures Assess Your Understanding Plant Structures Review and Reinforce Plant Structures Lesson Quiz Plant Structures Lesson Quiz Lesson 1 Plant Structures eText Link Lesson 2 Plant Reproduction Engage and Explore If Trees Could Talk Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Make the Pollen Stick Inquiry Warm-Up Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Plant Reproduction After the Inquiry Warm-Up Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Explain and Elaborate What Are the Stages of a Plant Life Cycle? Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. How Do Plants Reproduce? Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Plant Life Cycles Quick Lab Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Where Are the Seeds? Quick Lab Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Plant Reproduction Key Concept Summary Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Plant Reproduction Enrich Evaluate Plant Reproduction Assess Your Understanding Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Plant Reproduction Review and Reinforce Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Plant Reproduction Lesson Quiz Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Plant Reproduction Lesson Quiz Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Lesson 2 Plant Reproduction eText Link Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. In asexual reproduction, the lone parent contributes DNA to the offspring. Lesson 3 Animal Reproduction and Fertilization Engage and Explore A Nutty Experiment Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Making More Inquiry Warm-Up Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Animal Reproduction and Fertilization After the Inquiry Warm-Up Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Explain and Elaborate How Do Animals Reproduce Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. How Do External and Internal Fertilization Differ? Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Animal Reproduction Virtual Lab Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Types of Reproduction Quick Lab Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Types of Fertilization Quick Lab Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Animal Reproduction and Fertilization Key Concept Summary Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Animal Reproduction and Fertilization Enrich Evaluate Animal Reproduction and Fertilization Assess Your Understanding Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Animal Reproduction and Fertilization Review and Reinforce Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Animal Reproduction and Fertilization Lesson Quiz Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Animal Reproduction and Fertilization Lesson Quiz Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Lesson 3 Animal Reproduction and Fertilization eText Link Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chapter 7 Science Matters Curriculum Standards: Identify questions that can be answered through scientific investigations. Develop descriptions, models, explanations and predictions. My Science Coach & My Reading Web Read at My Level Organisms & Classification Level 1 Organisms & Energy Level 2 Classifying Organisms Level 3 Get More Practice Common Plant Characteristics Vascular Plants Plant Structures Life Cycle of a Moss Plant Reproduction Tropisms Plants and Us Animal Body Symmetry Animals Chapter Assessment Chapter Test A Chapter Test B What Is a Plant? Key Concept Summary Classifying Plants Key Concept Summary Classifying Plants Review and Reinforce What Is a Plant? Review and Reinforce What Are the Functions of Animals? How Is Symmetry Related to Body Structure? How Are Animal Bodies Organized? Chapter Test Curriculum Standards: Within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback and movement. Describe how the structure of specialized cells that form tissues (e.g., xylem, phloem, connective, muscle, nervous) relates to the function that the cells perform. Level of organization within organisms includes cells, tissues, organs, organ systems and whole organisms. Whether the organism is single-celled or multicellular, all of its parts function as a whole to perform the tasks necessary for the survival of the organism. Organisms have diverse body plans, symmetry and internal structures that contribute to their being able to survive in their environments. Describe how different organ systems interact to enable complex multicellular organisms to survive. Chapter 8 Genetics: The Science of Heredity Genetics: The Science of Heredity Opener Where'd You Get Those Genes? Untamed Science™ Video Discussion Board Question and Rubric Lesson 1 What Is Heredity? Engage and Explore Almost Forgotten Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Does the Father Look Like? Inquiry Warm-Up Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Is Heredity? After the Inquiry Warm-Up Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Explain and Elaborate What Did Mendel Observe? Key Concept Summary Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. How Do Alleles Affect Inheritance? Key Concept Summary Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Mendel's Experiments 101 Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Alleles and Inheritance Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Observing Pistils and Stamens Quick Lab Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Inferring the Parent Generation Quick Lab Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Is Heredity? Key Concept Summary Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Is Heredity? Enrich Evaluate What Is Heredity? Assess Your Understanding Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Is Heredity? Review and Reinforce Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Is Heredity? Lesson Quiz Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Is Heredity? Lesson Quiz Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Lesson 1 What Is Heredity? eText Link Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Lesson 2 Probability and Heredity Engage and Explore Storm on the Way Planet Diary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). What's the Chance? Inquiry Warm-Up Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Probability and Heredity After the Inquiry Warm-Up Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Explain and Elaborate How Is Probability Related to Inheritance? Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). What Are Phenotype and Genotype? Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Punnett Squares Interactivity Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Phenotype and Genotype Apply It! Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Coin Crosses Quick Lab Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Make the Right Call! Pre-Lab Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Make the Right Call Directed Inquiry Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Make the Right Call Open Inquiry Lab Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Probability and Heredity Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Probability and Heredity Enrich Evaluate Probability and Heredity Assess Your Understanding Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Probability and Heredity Review and Reinforce Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Probability and Heredity Lesson Quiz Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Probability and Heredity Lesson Quiz Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Lesson 2 Probability and Heredity eText Link Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Lesson 3 Patterns of Inheritance Engage and Explore Cold, with a Chance of Males Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Observing Traits Inquiry Warm-Up Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance After the Inquiry Warm-Up Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Explain and Elaborate Effects of Environment on Genetics Traits Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. How Are Most Traits Inherited? Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. How Do Genes and the Environment Interact? Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Apply It! Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Genetic Crosses Virtual Lab Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Quick Lab Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Is It All in the Genes? Quick Lab Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Enrich Evaluate Patterns of Inheritance Assess Your Understanding Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Review and Reinforce Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Lesson Quiz Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Lesson Quiz Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Lesson 3 Patterns of Inheritance eText Link Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Lesson 4 Chromosomes and Inheritance Engage and Explore Chromosome Sleuth Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Which Chromosome Is Which? Inquiry Warm-Up Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance After the Inquiry Warm-Up Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Explain and Elaborate How Are Chromosomes, Genes, and Inheritance Related? Summary Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. What Happens During Meiosis? Key Concept Summary Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Quick Lab Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Modeling Meiosis Quick Lab Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Key Concept Summary Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Enrich Evaluate Chromosomes and Inheritance Assess Your Understanding Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Review and Reinforce Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Lesson Quiz Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Lesson Quiz Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Lesson 4 Chromosomes and Inheritance eText Link Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chapter 8 Science Matters Curriculum Standards: Design and conduct a scientific investigation. Reproduction is necessary for the continuation of every species. It can occur with mixing of genes from two individuals (sexual reproduction). Expression of all traits is determined by genes and environmental factors to varying degrees. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. My Science Coach & My Reading Web Read at My Level Asexual & Sexual Reproduction Level 1 Asexual & Sexual Reproduction Level 2 Asexual & Sexual Reproduction Level 3 Get More Practice Gregor Mendel and Pea Plants Dominant Genes Gregor Mendel--Punnett Squares Incomplete Dominance and Codominance How Cells Divide Chapter Assessment Chapter Test A Chapter Test B Probability and Heredity Review and Reinforce Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Probability and Heredity Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). What Are Phenotype and Genotype? Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Given the genetic characteristics of the parents, use a Punnett square to predict the genetic outcome of the offspring produced. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). What Is Heredity? Review and Reinforce Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. How Do Alleles Affect Inheritance? Key Concept Summary Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. What Is Heredity? Key Concept Summary Curriculum Standards: Reproduction is the transfer of genetic information from one generation to the next. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. Patterns of Inheritance Review and Reinforce Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Apply It! Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Patterns of Inheritance Key Concept Summary Curriculum Standards: Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Describe the characteristics and transfer of dominant and recessive traits. The characteristics of an organism are a result of inherited traits received from parent(s). Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. Chromosomes and Inheritance Review and Reinforce Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chromosomes and Inheritance Key Concept Summary Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. How Are Chromosomes, Genes, and Inheritance Related? Summary Curriculum Standards: Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Explain why genetic variations is a survival advantage. Describe the features of sexual and asexual reproduction related to the transfer of genetic information from parent to offspring. Compare the exchange of genetic information during sexual and asexual reproduction. Describe how genes, chromosomes and inherited traits are connected. During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring. Chapter Test Chapter 9 Change Over Time Change Over Time Opener A Fish with Red Lips Untamed Science™ Video Discussion Board Question and Rubric Lesson 1 Darwin's Theory Engage and Explore Charles Darwin Planet Diary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. How Do Living Things Vary? Inquiry Warm-Up Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Darwin's Theory After the Inquiry Warm-Up Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Explain and Elaborate What Was Darwin's Hypothesis? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. What Is Natural Selection? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. What Affects Natural Selection? Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. What Is It Adapted to? Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Bird Beak Adaptations Quick Lab Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Nature at Work Pre-Lab Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Nature at Work Directed Inquiry Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Nature at Work Open Inquiry Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Darwin's Theory Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Darwin's Theory Enrich Evaluate Darwin's Theory Assess Your Understanding Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Darwin's Theory Review and Reinforce Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Darwin's Theory Lesson Quiz Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Darwin's Theory Lesson Quiz Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Lesson 1 Darwin's Theory eText Link Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Lesson 2 Evidence of Evolution Engage and Explore Moving On Up Planet Diary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. How Can You Classify a Species? Inquiry Warm-Up Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Evidence of Evolution After the Inquiry Warm-Up Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Explain and Elaborate What Evidence Supports Evolution? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Homologous Structures Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Finding Proof Quick Lab Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Species Adaptation Virtual Lab Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Evidence of Evolution Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Evidence of Evolution Enrich Evaluate Evidence of Evolution Assess Your Understanding Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Evidence of Evolution Review and Reinforce Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Evidence of Evolution Lesson Quiz Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Evidence of Evolution Lesson Quiz Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Lesson 2 Evidence of Evolution eText Link Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Lesson 3 Rate of Change Engage and Explore Crickets, Maggots, and Flies, Oh My! Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Making a Timeline Inquiry Warm-Up Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Rate of Change After the Inquiry Warm-Up Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Explain and Elaborate How Do New Species Form? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Rate of Evolution Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. What Theories Describe the Rate of Evolution? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Large-Scale Isolation Quick Lab Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Slow or Fast? Quick Lab Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Extinction Virtual Lab Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Rate of Change Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Rate of Change Enrich Evaluate Rate of Change Assess Your Understanding Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Rate of Change Review and Reinforce Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Rate of Change Lesson Quiz Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Rate of Change Lesson Quiz Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Lesson 3 Rate of Change eText Link Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Chapter 9 Science Matters Curriculum Standards: Earth is approximately 4.6 billion years old. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. My Science Coach & My Reading Web Read at My Level DNA's Effect on Traits Level 1 Sexual Reproduction & Traits Level 2 DNA & Traits Level 3 Get More Practice Recipe for Evolution All Living Things Are Related How Evolution Works Chapter Assessment Chapter Test A Chapter Test B What Theories Describe the Rate of Evolution? Key Concept Summary Curriculum Standards: The composition and properties of Earth's interior are identified by the behavior of seismic waves. Historical data and observations such as fossil distribution, paleomagnetism, continental drift and seafloor spreading contributed to the theory of plate tectonics. Convection currents in the crust and upper mantle cause the movement of the plates. There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events that are indicative of that type of boundary. Darwin's Theory Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. How Do New Species Form? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. What Evidence Supports Evolution? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. What Is Natural Selection? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. What Affects Natural Selection? Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. What Was Darwin's Hypothesis? Key Concept Summary Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Rate of Evolution Curriculum Standards: Compare and contrast the ability of an organism to survive under different environmental conditions. Explain why variation within a population can be advantageous for a population of organisms. Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct. Chapter Test Chapter 10 Forces and Motion Forces and Motion Opener Sir Isaac Visits the Circus Untamed Science™ Video Big Question Discussion and Rubric Lesson 1 Acceleration Engage and Explore Jumping Spider Planet Diary Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Will You Hurry Up? Inquiry Warm-Up Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Acceleration After the Inquiry Warm-Up Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Explain and Elaborate Speed and Acceleration Interactive Art Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. What Is Acceleration? Key Concept Summary Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. How Do You Graph Acceleration? Key Concept Summary Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. How Can You Measure Acceleration Virtual Lab Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Describing Acceleration Quick Lab Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Graphing Acceleration Quick Lab Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Acceleration Key Concept Summary Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Acceleration Enrich Evaluate Acceleration Assess Your Understanding Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Acceleration Review and Reinforce Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Acceleration Lesson Quiz Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Acceleration Lesson Quiz Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Lesson 1 Acceleration eText Link Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Lesson 2 The Nature of Force Engage and Explore Forced to Change Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Is the Force With You? Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. The Nature of Force After the Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Explain and Elaborate Balanced and Unbalanced Forces Interactive Art Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. How Are Forces Described? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. How Do Forces Affect Motion? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Force to Walk the Dog Apply It! Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. What is force? Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Modeling Unbalanced Forces Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. The Nature of Force Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. The Nature of Force Enrich Evaluate The Nature of Force Assess Your Understanding Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. The Nature of Force Review and Reinforce Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. The Nature of Force Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. The Nature of Force Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Lesson 2 The Nature of Force eText Link Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Lesson 3 Friction and Gravity Engage and Explore Space Athletes Planet Diary Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Observing Friction Inquiry Warm-Up Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction and Gravity After the Inquiry Warm-Up Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Explain and Elaborate What Factors Affect Gravity? Key Concept Summary Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. What Factors Affect Friction? Key Concept Summary Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Sticky Sneakers Pre-Lab Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Sticky Sneakers Directed Inquiry Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Sticky Sneakers Open Inquiry Lab Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Calculating Quick Lab Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction and Gravity Key Concept Summary Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction and Gravity Enrich Evaluate Friction and Gravity Assess Your Understanding Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction and Gravity Review and Reinforce Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction and Gravity Lesson Quiz Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction and Gravity Lesson Quiz Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Lesson 3 Friction and Gravity eText Link Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Lesson 4 Newton's Laws of Motion Engage and Explore Horse Force Planet Diary Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. What Changes Motion? Inquiry Warm-Up Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Newton's Laws of Motion After the Inquiry Warm-Up Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Explain and Elaborate What Is Newton's First Law of Motion? Key Concept Summary Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. What Is Newton's Second Law of Motion? Key Concept Summary Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. What Is Newton's Third Law of Motion? Key Concept Summary Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Investigating Newton's Laws of Motion Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Interpreting Illustrations Lab Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Around and Around Quick Lab Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Newton's Second Law Quick Lab Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Newton's Laws of Motion Key Concept Summary Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Newton's Laws of Motion Enrich Evaluate Newton's Laws of Motion Assess Your Understanding Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Newton's Laws of Motion Review and Reinforce Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Newton's Laws of Motion Lesson Quiz Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Newton's Laws of Motion Lesson Quiz Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Lesson 4 Newton's Laws of Motion eText Link Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Chapter 10 Science Matters Curriculum Standards: The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. There are different types of potential energy. Gravitational potential energy changes in a system as the masses or relative position(s) of objects are changed. Objects can have elastic potential energy due to their compression, or chemical potential energy due to their nature and arrangement of the atoms that make up the object. My Science Coach & My Reading Web Read at My Level The Speed of Objects Level 1 Calculating Speed Level 2 Speed, Velocity, and Acceleration Level 3 Get More Practice Forces and Motion Friction Basics Your Weight on Other Worlds Chapter Assessment Chapter Test A Chapter Test B How Are Forces Described? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Jumping Spider Planet Diary Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Speed and Acceleration Interactive Art Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. What Is Newton's First Law of Motion? Key Concept Summary Curriculum Standards: When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Friction Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. What Factors Affect Gravity? Key Concept Summary Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Balanced and Unbalanced Forces Interactive Art Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. Forced to Change Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. The net force acting on an object can change the object's direction and/or speed. What Factors Affect Friction? Key Concept Summary Curriculum Standards: Magnetic, electrical and gravitational forces can act at a distance. When the net force is greater than zero, the object's speed and /or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Acceleration Key Concept Summary Curriculum Standards: Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Chapter Test Chapter 11 Electromagnetism Electromagnetism Opener Magnetism: What's the Attraction? Untamed Science™ Video Discussion Board Question and Rubric Lesson 1 What is Magnetism? Engage and Explore Crocodile Sense Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Natural Magnets Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. What Is Magnetism? After the Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Explain and Elaborate Properties of Magnets Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Maglev Train Art in Motion Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. How Do Magnetic Poles Interact? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Detecting Fake Coins Pre-Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Detecting Fake Coins Directed Inquiry Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Detecting Fake Coins Open Inquiry Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Magnetic Poles Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. What Is Magnetism? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. What Is Magnetism? Enrich Evaluate What Is Magnetism? Assess Your Understanding Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. What Is Magnetism? Review and Reinforce Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. What Is Magnetism? Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. What Is Magnetism? Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Lesson 1 What is Magnetism? eText Link Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. Lesson 2 Magnetic Fields Engage and Explore Cow Magnets Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Predict the Field Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields After the Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Explain and Elaborate What Is a Magnetic Field's Shape? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. What Is Earth's Magnetic Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Spinning in Circles Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Earth's Magnetic Field Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields Enrich Evaluate Magnetic Fields Assess Your Understanding Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields Review and Reinforce Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Lesson 2 Magnetic Fields eText Link Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Lesson 1 Electric Charge and Static Electricity Engage and Explore Force Fields Planet Diary Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Can You Move a Can Without Touching It? Inquiry Warm-Up Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Charge and Static Electricity After the Inquiry Warm-Up Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Explain and Elaborate How Do Charges Interact? Key Concept Summary Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Static Charge Art in Motion Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. How Does Charge Build Up? Key Concept Summary Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Drawing Conclusions Quick Lab Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Sparks Are Flying Quick Lab Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Charge and Static Electricity Key Concept Summary Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Charge and Static Electricity Enrich Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Evaluate Electric Charge and Static Electricity Assess Your Understanding Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Charge and Static Electricity Review and Reinforce Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Charge and Static Electricity Lesson Quiz Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Charge and Static Electricity Lesson Quiz Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Lesson 1 Electric Charge and Static Electricity eText Link Curriculum Standards: Energy can be transformed from one form to another or can be transferred from one location to another, but is never lost. Thermal energy can be transferred through radiation, convection and conduction. Recall four different ways that energy can be transferred between two objects. Lesson 4 Electromagnetic Force Engage and Explore More Than Just Plastic Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetism Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetic Force After the Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Explain and Elaborate Electromagnetism Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields Produced by a Current Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Solenoids and Electromagnets Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnet Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Current and Magnetism Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Magnetic Fields From Electric Current Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetism Virtual Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetic Force Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetic Force Enrich Evaluate Electromagnetic Force Assess Your Understanding Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetic Force Review and Reinforce Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetic Force Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetic Force Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Lesson 4 Electromagnetic Force eText Link Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Lesson 5 Electricity from Magnetism Engage and Explore MRI Technologist Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Current Without a Battery Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electricity From Magnetism After the Inquiry Warm-Up Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Explain and Elaborate Inducing an Electric Current Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electric Generators Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Transformers Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Inducing an Electric Current Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. How Generators Work Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. How Transformers Work Quick Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Generators Virtual Lab Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electricity From Magnetism Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electricity From Magnetism Enrich Evaluate Electricity From Magnetism Assess Your Understanding Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electricity From Magnetism Review and Reinforce Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electricity From Magnetism Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electricity From Magnetism Lesson Quiz Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Lesson 5 Electricity from Magnetism eText Link Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Chapter 11 Science Matters Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. My Science Coach & My Reading Web Read at My Level Electrical Energy Level 1 What Are the Effects of Moving Charges Level 2 Electricity and Charges Level 3 Get More Practice What Is a Magnet? Basics of Magnetisms Magnetic Field Basics How Electromagnets Work Electromagnetism How Electric Motors Work Faraday's Law Chapter Assessment Chapter Test A Chapter Test B Static Charge Art in Motion Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Electromagnetism Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Maglev Train Art in Motion Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. How Do Charges Interact? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Crocodile Sense Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. How Do Magnetic Poles Interact? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Given a simple interaction between two objects that are not touching (e.g., a ball falling to the ground, a magnet and a steel cabinet, hair and a brush experiencing static), identify the objects involved in the interaction and give the direction of the force on each object. What Is a Magnetic Field's Shape? Key Concept Summary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. More Than Just Plastic Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Cow Magnets Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. MRI Technologist Planet Diary Curriculum Standards: Some forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Chapter Test Additional Virtual Labs Discovering Rainforest Organisms Virtual Lab Multicellular Rainforest Organisms Virtual Lab How Does a Broken Bone Heal? Virtual Lab Growing Crops Virtual Lab Animal Reproduction Virtual Lab Factors Affecting Growth Virtual Lab Testing a Training Plan Virtual Lab Joints Virtual Lab Life on the Reef Virtual Lab Nutrients and Aquatic Organisms Virtual Lab Matter and Energy In a Pond Virtual Lab Wetland Restoration Virtual Lab Build a Cell Virtual Lab Investigating Cells and Homeostasis Virtual Lab Jumping Contest Virtual Lab Rate of Continental Drift Virtual Lab Locating an Earthquake Virtual Lab Monitoring a Volcano Virtual Lab Material Slope Angle Virtual Lab Biogas Farming Virtual Lab Siting a Fish Farm Virtual Lab Water Cycle Virtual Lab Layers of the Atmosphere Virtual Lab Human Impact on Climate Change Virtual Lab Eclipses Virtual Lab Solar System Virtual Lab Preventing Soil Erosion Virtual Lab The Rock Cycle Virtual Lab Dating Using Weathering Rates Virtual Lab Ionic or Covalent Bonding Virtual Lab Reactants and Products Virtual Lab Acids and Bases in Careers Virtual Lab Collisions Virtual Lab Solar Oven Design Virtual Lab Sound Virtual Lab Virtual Optics Virtual Lab Electric Currents Virtual Lab Electric Circuits Virtual Lab Making Waves Virtual Lab Models of Light Virtual Lab Electromagnetism Virtual Lab Electric Motors Virtual Lab States of Matter Virtual Lab Matter and Thermal Energy Virtual Lab Forms of Energy Virtual Lab Teacher Resources Container Assessment Download Center Intended Role: Instructor Construction Without Destruction STEMQuest Kick-Off Teacher Notes Intended Role: Instructor Protect the Plants! 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Quick Lab Teacher Notes Intended Role: Instructor Convection and the Mantle Key Concept Summary Teacher Notes Intended Role: Instructor Convection and the Mantle Enrich Teacher Notes Intended Role: Instructor Convection and the Mantle Assess Your Understanding Teacher Notes Intended Role: Instructor Convection and the Mantle Review and Reinforce Teacher Support Intended Role: Instructor Convection and the Mantle Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 2 Volcanoes and Plate Tectonics Lesson Plan Intended Role: Instructor Volcanoes and Plate Tectonics After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Moving Volcanoes Inquiry Warm-Up Teacher Notes Intended Role: Instructor Where Are Volcanoes Found on Earth? Quick Lab Teacher Notes Intended Role: Instructor Volcanoes and Plate Tectonics Key Concept Teacher Notes Intended Role: Instructor Volcanoes and Plate Tectonics Enrich Teacher Notes Intended Role: Instructor Volcanoes and Plate Tectonics Assess Your Understanding Teacher Notes Intended Role: Instructor Volcanoes and Plate Tectonics Review and Reinforce Teacher Notes Intended Role: Instructor Volcanoes and Plate Tectonics Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 3 Drifting Continents Lesson Plan Intended Role: Instructor Drifting Continents After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor How Are Earth's Continents Linked Together? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Moving the Continents Quick Lab Teacher Notes Intended Role: Instructor Drifting Continents Key Concept Summary Teacher Notes Intended Role: Instructor Drifting Continents Enrich Teacher Notes Intended Role: Instructor Drifting Continents Assess Your Understanding Teacher Notes Intended Role: Instructor Drifting Continents Review and Reinforce Teacher Notes Intended Role: Instructor Drifting Continents Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 4 Sea-Floor Spreading Lesson Plan Intended Role: Instructor Sea-Floor Spreading After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Change in Density Inquiry Warm-Up Teacher Notes Intended Role: Instructor Mid-Ocean Ridges Quick Lab Teacher Notes Intended Role: Instructor Reversing Poles Quick Lab Teacher Notes Intended Role: Instructor Modeling Sea-Floor Spreading Investigation Teacher Notes Intended Role: Instructor Modeling Sea-Floor Spreading Investigation Teacher Notes Intended Role: Instructor Modeling Sea-Floor Spreading Investigation Teacher Notes Intended Role: Instructor Sea-Floor Spreading Key Concept Summary Teacher Notes Intended Role: Instructor Sea-Floor Spreading Enrich Teacher Notes Intended Role: Instructor Sea-Floor Spreading Assess Your Understanding Teacher Notes Intended Role: Instructor Sea-Floor Spreading Review and Reinforce Teacher Notes Intended Role: Instructor Sea-Floor Spreading Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 5 The Theory of Plate Tectonics Lesson Plan Intended Role: Instructor Plate Interactions Inquiry Warm-Up Teacher Notes Intended Role: Instructor The Theory of Plate Tectonics After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Mantle Convection Currents Quick Lab Intended Role: Instructor Plate Tectonics Virtual Lab Teacher Notes Intended Role: Instructor he Theory of Plate Tectonics Key Concept Summary Teacher Notes Intended Role: Instructor The Theory of Plate Tectonics Enrich Teacher Notes Intended Role: Instructor The Theory of Plate Tectonics Assess Your Understanding Teacher Notes Intended Role: Instructor The Theory of Plate Tectonics Review and Reinforce Teacher Notes Intended Role: Instructor The Theory of Plate Tectonics Lesson Quiz Teacher Notes Intended Role: Instructor Chapter Test A Answers Intended Role: Instructor Chapter Test B Answers Intended Role: Instructor A Trip Through Geologic Time Big Question Discussion Board Prompt Intended Role: Instructor Lesson 1 Fossils Lesson Plan Intended Role: Instructor What's in a Rock? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Fossils After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Modeling Trace Fossils Quick Lab Teacher Notes Intended Role: Instructor Sweet Fossils Quick Lab Teacher Notes Intended Role: Instructor Modeling the Fossil Record Quick Lab Teacher Notes Intended Role: Instructor Fossils Key Concept Summary Teacher Notes Intended Role: Instructor Fossils Enrich Teacher Notes Intended Role: Instructor Fossils Assess Your Understanding Teacher Notes Intended Role: Instructor Fossils Review and Reinforce Teacher Notes Intended Role: Instructor Fossils Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 2 The Relative Age of Rocks Lesson Plan Intended Role: Instructor Which Layer Is the Oldest? Inquiry Warm-Up Teacher Notes Intended Role: Instructor The Relative Age of Rocks After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor How Did It Form? Teacher Notes Intended Role: Instructor Exploring Geologic Time Through Core Samples Investigation Teacher Notes Intended Role: Instructor Exploring Geologic Time Through Core Samples Investigation Teacher Notes Intended Role: Instructor Exploring Geologic Time Through Core Samples Investigation Teacher Notes Intended Role: Instructor The Relative Age of Rocks Key Concept Summary Teacher Notes Intended Role: Instructor The Relative Age of Rocks Enrich Teacher Notes Intended Role: Instructor The Relative Age of Rocks Assess Your Understanding Teacher Notes Intended Role: Instructor The Relative Age of Rocks Review and Reinforce Teacher Notes Intended Role: Instructor The Relative Age of Rocks Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 3 Radioactive Dating Lesson Plan Intended Role: Instructor How Long Till It's Gone? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Radioactive Dating After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor The Dating Game Quick Lab Teacher Notes Intended Role: Instructor How Old Is It? Quick Lab Teacher Notes Intended Role: Instructor Radiometric Dating Virtual Lab Teacher Notes Intended Role: Instructor Radioactive Dating Key Concept Summary Teacher Notes Intended Role: Instructor Radioactive Dating Enrich Teacher Notes Intended Role: Instructor Radioactive Dating Assess Your Understanding Teacher Notes Intended Role: Instructor Radioactive Dating Review and Reinforce Teacher Notes Intended Role: Instructor Radioactive Dating Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 4 The Geologic Time Scale Lesson Plan Intended Role: Instructor This Is Your Life! Inquiry Warm-Up Teacher Notes Intended Role: Instructor The Geologic Time Scale After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Going Back in Time Teacher Notes Intended Role: Instructor The Geologic Time Scale Key Concept Summary Teacher Notes Intended Role: Instructor The Geologic Time Scale Enrich Teacher Notes Intended Role: Instructor The Geologic Time Scale Assess Your Understanding Teacher Notes Intended Role: Instructor The Geologic Time Scale Review and Reinforce Teacher Notes Intended Role: Instructor The Geologic Time Scale Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 5 Early Earth Lesson Plan Intended Role: Instructor How Could Planet Earth Form in Space? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Early Earth After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Learning From Fossils Quick Lab Teacher Notes Intended Role: Instructor Early Earth Key Concept Summary Teacher Notes Intended Role: Instructor Early Earth Enrich Teacher Notes Intended Role: Instructor Early Earth Assess Your Understanding Teacher Notes Intended Role: Instructor Early Earth Review and Reinforce Teacher Notes Intended Role: Instructor Early Earth Lesson Quiz Teacher Notes Intended Role: Instructor Chapter Test A Answers Intended Role: Instructor Chapter Test B Answers Intended Role: Instructor Plant and Animal Structures Big Question Discussion Board Prompt Intended Role: Instructor Lesson 1 Plant Structures Lesson Plan Intended Role: Instructor Which Plant Part Is It? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Plant Structures After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Investigating Stomata Investigation Teacher Notes Intended Role: Instructor Investigating Stomata Investigation Teacher Notes Intended Role: Instructor Investigating Stomata Investigation Teacher Notes Intended Role: Instructor Modeling Flowers Quick Lab Teacher Notes Intended Role: Instructor The In-Seed Story Quick Lab Teacher Notes Intended Role: Instructor Plant Structures Key Concept Summary Teacher Notes Intended Role: Instructor Plant Structures Enrich Teacher Notes Intended Role: Instructor Plant Structures Assess Your Understanding Teacher Notes Intended Role: Instructor Plant Structures Review and Reinforce Teacher Notes Intended Role: Instructor Plant Structures Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 2 Plant Reproduction Lesson Plan Intended Role: Instructor Make the Pollen Stick Inquiry Warm-Up Teacher Notes Intended Role: Instructor Plant Reproduction After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Plant Life Cycles Quick Lab Teacher Notes Intended Role: Instructor Where Are the Seeds? Quick Lab Teacher Notes Intended Role: Instructor Plant Reproduction Key Concept Summary Teacher Notes Intended Role: Instructor Plant Reproduction Enrich Teacher Notes Intended Role: Instructor Plant Reproduction Assess Your Understanding Teacher Notes Intended Role: Instructor Plant Reproduction Review and Reinforce Teacher Notes Intended Role: Instructor Plant Reproduction Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 3 Animal Reproduction and Fertilization Lesson Plan Intended Role: Instructor Making More Inquiry Warm-Up Teacher Notes Intended Role: Instructor Animal Reproduction and Fertilization After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Animal Reproduction Virtual Lab Teacher Notes Intended Role: Instructor Types of Reproduction Quick Lab Teacher Notes Intended Role: Instructor Types of Fertilization Quick Lab Teacher Notes Intended Role: Instructor Animal Reproduction and Fertilization Key Concept Summary Teacher Notes Intended Role: Instructor Animal Reproduction and Fertilization Enrich Teacher Notes Intended Role: Instructor Animal Reproduction and Fertilization Assess Your Understanding Teacher Notes Intended Role: Instructor Animal Reproduction and Fertilization Review and Reinforce Teacher Notes Intended Role: Instructor Animal Reproduction and Fertilization Lesson Quiz Teacher Notes Intended Role: Instructor Chapter Test A Answers Intended Role: Instructor Chapter Test B Answers Intended Role: Instructor Genetics: The Science of Heredity Big Question Discussion Board Prompt Intended Role: Instructor Lesson 1 What Is Heredity? Lesson Plan Intended Role: Instructor What Does the Father Look Like? Inquiry Warm-Up Teacher Notes Intended Role: Instructor What Is Heredity? After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Observing Pistils and Stamens Quick Lab Teacher Notes Intended Role: Instructor Inferring the Parent Generation Quick Lab Teacher Notes Intended Role: Instructor What Is Heredity? Key Concept Summary Teacher Notes Intended Role: Instructor What Is Heredity? Enrich Teacher Notes Intended Role: Instructor What Is Heredity? Assess Your Understanding Teacher Notes Intended Role: Instructor What Is Heredity? Review and Reinforce Teacher Notes Intended Role: Instructor What Is Heredity? Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 2 Probability and Heredity Lesson Plan Intended Role: Instructor What's the Chance? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Probability and Heredity After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Coin Crosses Quick Lab Teacher Notes Intended Role: Instructor Make the Right Call Lab Investigation Teacher Notes Intended Role: Instructor Make the Right Call Investigation Teacher Notes Intended Role: Instructor Probability and Heredity Key Concept Summary Teacher Notes Intended Role: Instructor Probability and Heredity Enrich Teacher Notes Intended Role: Instructor Probability and Heredity Assess Your Understanding Teacher Notes Intended Role: Instructor Probability and Heredity Review and Reinforce Teacher Notes Intended Role: Instructor Probability and Heredity Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 3 Patterns of Inheritance Lesson Plan Intended Role: Instructor Observing Traits Inquiry Warm-Up Teacher Notes Intended Role: Instructor Patterns of Inheritance After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Genetic Crosses Virtual Lab Teacher Notes Intended Role: Instructor Patterns of Inheritance Quick Lab Teacher Notes Intended Role: Instructor Is it all in the Genes? Quick Lab Teacher Notes Intended Role: Instructor Patterns of Inheritance Key Concept Summary Teacher Notes Intended Role: Instructor Patterns of Inheritance Enrich Teacher Notes Intended Role: Instructor Patterns of Inheritance Assess Your Understanding Teacher Notes Intended Role: Instructor Patterns of Inheritance Review and Reinforce Teacher Notes Intended Role: Instructor Patterns of Inheritance Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 4 Chromosomes and Inheritance Lesson Plan Intended Role: Instructor Which Chromosome Is Which? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Chromosomes and Inheritance After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Chromosomes and Inheritance Quick Lab Teacher Notes Intended Role: Instructor Modeling Meiosis Quick Lab Teacher Notes Intended Role: Instructor Chromosomes and Inheritance Key Concept Summary Teacher Notes Intended Role: Instructor Chromosomes and Inheritance Enrich Teacher Notes Intended Role: Instructor Chromosomes and Inheritance Assess Your Understanding Teacher Notes Intended Role: Instructor Chromosomes and Inheritance Review and Reinforce Teacher Notes Intended Role: Instructor Chromosomes and Inheritance Lesson Quiz Teacher Notes Intended Role: Instructor Chapter Test A Answers Intended Role: Instructor Chapter Test B Answers Intended Role: Instructor Change Over Time Big Question Discussion Board Prompt Intended Role: Instructor Lesson 1 Darwin's Theory Lesson Plan Intended Role: Instructor How Do Living Things Vary? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Darwin's Theory After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Bird Beak Adaptations Quick Lab Teacher Notes Intended Role: Instructor Nature at Work Investigation Teacher Notes Intended Role: Instructor Nature at Work Investigation Teacher Notes Intended Role: Instructor Nature at Work Investigation Teacher Notes Intended Role: Instructor Darwin's Theory Key Concept Summary Teacher Notes Intended Role: Instructor Darwin's Theory Enrich Teacher Notes Intended Role: Instructor Darwin's Theory Assess Your Understanding Teacher Notes Intended Role: Instructor Darwin's Theory Review and Reinforce Teacher Notes Intended Role: Instructor Darwin's Theory Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 2 Evidence of Evolution Lesson Plan Intended Role: Instructor How Can You Classify a Species? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Evidence of Evolution After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Finding Proof Quick Lab Teacher Notes Intended Role: Instructor Species Adaptation Virtual Lab Teacher Notes Intended Role: Instructor Evidence of Evolution Key Concept Summary Teacher Notes Intended Role: Instructor Evidence of Evolution Enrich Teacher Notes Intended Role: Instructor Evidence of Evolution Assess Your Understanding Teacher Notes Intended Role: Instructor Evidence of Evolution Review and Reinforce Teacher Notes Intended Role: Instructor Evidence of Evolution Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 3 Rate of Change Lesson Plan Intended Role: Instructor Making a Timeline Inquiry Warm-Up Teacher Notes Intended Role: Instructor Rate of Change After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Large-Scale Isolation Quick Lab Teacher Notes Intended Role: Instructor Slow or Fast? Quick Lab Teacher Notes Intended Role: Instructor Extinction Virtual Lab Teacher Notes Intended Role: Instructor Rate of Change Key Concept Summary Teacher Notes Intended Role: Instructor Rate of Change Enrich Teacher Notes Intended Role: Instructor Rate of Change Assess Your Understanding Teacher Notes Intended Role: Instructor Rate of Change Review and Reinforce Teacher Notes Intended Role: Instructor Rate of Change Lesson Quiz Teacher Notes Intended Role: Instructor Chapter Test A Answers Intended Role: Instructor Chapter Test B Answers Intended Role: Instructor Forces and Motion Big Question Discussion Board Prompt Intended Role: Instructor Lesson 1 Acceleration Lesson Plan Intended Role: Instructor Will You Hurry Up? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Acceleration After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Describing Acceleration Quick Lab Teacher Notes Intended Role: Instructor Graphing Acceleration Quick Lab Teacher Notes Intended Role: Instructor Acceleration Key Concept Summary Teacher Notes Intended Role: Instructor Acceleration Enrich Teacher Notes Intended Role: Instructor Acceleration Assess Your Understanding Teacher Notes Intended Role: Instructor Acceleration Review and Reinforce Teacher Notes Intended Role: Instructor Acceleration Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 2 The Nature of Force Lesson Plan Intended Role: Instructor Is the Force With You? Inquiry Warm-Up Teacher Notes Intended Role: Instructor The Nature of Force After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor What is force? Quick Lab Teacher Notes Intended Role: Instructor Modeling Unbalanced Forces Quick Lab Teacher Notes Intended Role: Instructor The Nature of Force Key Concept Summary Teacher Notes Intended Role: Instructor The Nature of Force Enrich Teacher Notes Intended Role: Instructor The Nature of Force Assess Your Understanding Teacher Notes Intended Role: Instructor The Nature of Force Review and Reinforce Teacher Notes Intended Role: Instructor The Nature of Force Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 3 Friction and Gravity Lesson Plan Intended Role: Instructor Observing Friction Inquiry Warm-Up Teacher Notes Intended Role: Instructor Friction and Gravity After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Sticky Sneakers Investigation Teacher Notes Intended Role: Instructor Sticky Sneakers Investigation Teacher Notes Intended Role: Instructor Sticky Sneakers Investigation Teacher Notes Intended Role: Instructor Calculating Quick Lab Teacher Notes Intended Role: Instructor Friction and Gravity Key Concept Summary Teacher Notes Intended Role: Instructor Friction and Gravity Enrich Teacher Notes Intended Role: Instructor Friction and Gravity Assess Your Understanding Teacher Notes Intended Role: Instructor Friction and Gravity Review and Reinforce Teacher Notes Intended Role: Instructor Friction and Gravity Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 4 Newton's Laws of Motion Lesson Plan Intended Role: Instructor What Changes Motion? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Newton's Laws of Motion After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Interpreting Illustrations Lab Teacher Notes Intended Role: Instructor Around and Around Quick Lab Teacher Notes Intended Role: Instructor Newton's Second Law Quick Lab Teacher Notes Intended Role: Instructor Newton's Laws of Motion Key Concept Summary Teacher Notes Intended Role: Instructor Newton's Laws of Motion Enrich Teacher Notes Intended Role: Instructor Newton's Laws of Motion Assess Your Understanding Teacher Notes Intended Role: Instructor Newton's Laws of Motion Review and Reinforce Teacher Notes Intended Role: Instructor Newton's Laws of Motion Lesson Quiz Teacher Notes Intended Role: Instructor Chapter Test A Answers Intended Role: Instructor Chapter Test B Answers Intended Role: Instructor Electromagnetism Big Question Discussion Board Prompt Intended Role: Instructor Lesson 1 What is Magnetism? Lesson Plan Intended Role: Instructor Natural Magnets Inquiry Warm-Up Teacher Notes Intended Role: Instructor What Is Magnetism? After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Detecting Fake Coins Investigation Teacher Notes Intended Role: Instructor Detecting Fake Coins Investigation Teacher Notes Intended Role: Instructor Detecting Fake Coins Investigation Teacher Notes Intended Role: Instructor Magnetic Poles Quick Lab Teacher Notes Intended Role: Instructor What Is Magnetism? Key Concept Summary Teacher Notes Intended Role: Instructor What Is Magnetism? Enrich Teacher Notes Intended Role: Instructor What Is Magnetism? Assess Your Understanding Teacher Notes Intended Role: Instructor What Is Magnetism? Review and Reinforce Teacher Notes Intended Role: Instructor What Is Magnetism? Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 2 Magnetic Fields Lesson Plan Intended Role: Instructor Predict the Field Inquiry Warm-Up Teacher Notes Intended Role: Instructor Magnetic Fields After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Spinning in Circles Quick Lab Teacher Notes Intended Role: Instructor Earth's Magnetic Field Quick Lab Teacher Notes Intended Role: Instructor Magnetic Fields Key Concept Summary Teacher Notes Intended Role: Instructor Magnetic Fields Enrich Teacher Notes Intended Role: Instructor Magnetic Fields Assess Your Understanding Teacher Notes Intended Role: Instructor Magnetic Fields Review and Reinforce Teacher Notes Intended Role: Instructor Magnetic Fields Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 1 Electric Charge and Static Electricity Lesson Plan Intended Role: Instructor Can You Move a Can Without Touching It? Inquiry Warm-Up Teacher Notes Intended Role: Instructor Electric Charge and Static Electricity After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Drawing Conclusions Quick Lab Teacher Notes Intended Role: Instructor Sparks Are Flying Quick Lab Teacher Notes Intended Role: Instructor Electric Charge and Static Electricity Key Concept Summary Teacher Notes Intended Role: Instructor Electric Charge and Static Electricity Enrich Teacher Notes Intended Role: Instructor Electric Charge and Static Electricity Assess Your Understanding Teacher Notes Intended Role: Instructor Electric Charge and Static Electricity Review and Reinforce Teacher Notes Intended Role: Instructor Electric Charge and Static Electricity Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 4 Electromagnetic Force Lesson Plan Intended Role: Instructor Electromagnetism Inquiry Warm-Up Teacher Notes Intended Role: Instructor Electromagnetic Force After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Electromagnet Lab Teacher Notes Intended Role: Instructor Electric Current and Magnetism Quick Lab Teacher Notes Intended Role: Instructor Magnetic Fields From Electric Current Quick Lab Teacher Notes Intended Role: Instructor Magnetism and Electromagnetism Virtual Lab Teacher Support Intended Role: Instructor Electromagnetic Force Key Concept Summary Teacher Notes Intended Role: Instructor Electromagnetic Force Enrich Teacher Notes Intended Role: Instructor Electromagnetic Force Assess Your Understanding Teacher Notes Intended Role: Instructor Electromagnetic Force Review and Reinforce Teacher Notes Intended Role: Instructor Electromagnetic Force Lesson Quiz Teacher Notes Intended Role: Instructor Lesson 5 Electricity from Magnetism Lesson Plan Intended Role: Instructor Electric Current Without a Battery Inquiry Warm-Up Teacher Notes Intended Role: Instructor Electricity From Magnetism After the Inquiry Warm-Up Teacher Notes Intended Role: Instructor Inducing an Electric Current Quick Lab Teacher Notes Intended Role: Instructor How Generators Work Quick Lab Teacher Notes Intended Role: Instructor How Transformers Work Quick Lab Teacher Notes Intended Role: Instructor Generators Virtual Lab Teacher Notes Intended Role: Instructor Electricity From Magnetism Key Concept Summary Teacher Notes Intended Role: Instructor Electricity From Magnetism Enrich Teacher Notes Intended Role: Instructor Electricity From Magnetism Assess Your Understanding Teacher Notes Intended Role: Instructor Electricity From Magnetism Review and Reinforce Teacher Notes Intended Role: Instructor Electricity From Magnetism Lesson Quiz Teacher Notes Intended Role: Instructor Chapter Test A Answers Intended Role: Instructor Chapter Test B Answers Intended Role: Instructor Forces and Motion Intended Role: Instructor Physical Earth Intended Role: Instructor Species and Reproduction Intended Role: Instructor Discovering Rainforest Organisms Virtual Lab Teacher Notes and Answers Intended Role: Instructor Multicellular Rainforest Organisms Virtual Lab Teacher Notes and Answers Intended Role: Instructor How Does a Broken Bone Heal? Virtual Lab Teacher Notes Intended Role: Instructor Growing Crops Virtual Lab Teacher Notes and Answers Intended Role: Instructor Animal Reproduction Virtual Lab Teacher Notes Intended Role: Instructor Factors Affecting Growth Virtual Lab Teacher Notes Intended Role: Instructor Testing a Training Plan Virtual Lab Teacher Notes Intended Role: Instructor Joints Virtual Lab Teacher Notes Intended Role: Instructor Life on the Reef Virtual Lab Teacher Notes Intended Role: Instructor Nutrients and Aquatic Organisms Virtual Lab Teacher Notes Intended Role: Instructor Matter and Energy In a Pond Virtual Lab Teacher Notes Intended Role: Instructor Wetland Restoration Virtual Lab Teacher Notes Intended Role: Instructor Build a Cell Virtual Lab Teacher Notes Intended Role: Instructor Investigating Cells and Homeostasis Virtual Lab Teacher Notes Intended Role: Instructor Jumping Contest Virtual Lab Teacher Notes Intended Role: Instructor Plate Tectonics Virtual Lab Teacher Notes Intended Role: Instructor Locating an Earthquake Virtual Lab Teacher Notes Intended Role: Instructor Monitoring a Volcano Virtual Lab Teacher Notes Intended Role: Instructor Material Slope Angle Virtual Lab Teacher Notes Intended Role: Instructor Biogas Farming Virtual Lab Teacher Notes Intended Role: Instructor Siting a Fish Farm Virtual Lab Teacher Notes Intended Role: Instructor Water Cycle Virtual Lab Teacher Notes Intended Role: Instructor Layers of the Atmosphere Virtual Lab Teacher Notes Intended Role: Instructor Human Impact on Climate Change Virtual Lab Teacher Notes Intended Role: Instructor Eclipses Virtual Lab Teacher Notes Intended Role: Instructor Solar System Virtual Lab Teacher Notes Intended Role: Instructor Preventing Soil Erosion Virtual Lab Teacher Notes Intended Role: Instructor The Rock Cycle Virtual Lab Teacher Notes Intended Role: Instructor Data Using Weathering Rates Virtual Lab Teacher Notes Intended Role: Instructor Ionic or Covalent Bonding Virtual Lab Teacher Notes Intended Role: Instructor Reactants and Products Virtual Lab Teacher Notes Intended Role: Instructor Acids and Bases in Careers Virtual Lab Teacher Notes Intended Role: Instructor Collisions Virtual Lab Teacher Notes Intended Role: Instructor Solar Oven Design Virtual Lab Teacher Notes Intended Role: Instructor Sound Virtual Lab Teacher Notes Intended Role: Instructor Virtual Optics Virtual Lab Teacher Notes Intended Role: Instructor Electric Currents Virtual Lab Teacher Notes Intended Role: Instructor Electric Circuits Virtual Lab Teacher Notes Intended Role: Instructor Making Waves Virtual Lab Teacher Notes Intended Role: Instructor Models of Light Virtual Lab Teacher Notes Intended Role: Instructor Magnetism and Electromagnetism Virtual Lab Teacher Support Intended Role: Instructor Electric Motors Virtual Lab Teacher Notes Intended Role: Instructor States of Matter Virtual Lab Teacher Notes Intended Role: Instructor Matter and Thermal Energy Virtual Lab Teacher Notes Intended Role: Instructor Forms of Energy Virtual Lab Teacher Notes Intended Role: Instructor Tools Glossary