Product Name: Interactive Science: Human Body Systems
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-aa2210e2-5f5e-3069-930b-84d0627f544f
Timestamp:  Wednesday, August 9, 2017 11:21 AM EDT
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. - DCI-MS-LS2.A.2
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. - DCI-MS-LS2.C.1
Growth of organisms and population increases are limited by access to resources. - DCI-MS-LS2.A.3
Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. - DCI-MS-ESS3.C.2
Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used - DCI-MS-LS1.C1
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. - DCI-MS-LS2.A.1
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. - DCI-MS-LS1.C2
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. - DCI-MS-PS1.A.1
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. - DCI-MS-PS1.A.2
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. - DCI-MS-PS1.A.6
Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). - DCI-MS-PS2.A.6
In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. - DCI-MS-LS1.A.3
Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. - DCI-MS-LS1.A.2
All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). - DCI-MS-LS1.A.1
Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. - DCI-MS-PS2.A.5
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. - PE-MS-ESS2-3
All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. - DCI-MS-PS2.A.3
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. - PE-MS-ESS2-4
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. - PE-MS-ESS2-1
For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). - DCI-MS-PS2.A.1
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. - PE-MS-ESS2-2
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. - DCI-MS-ETS1.C.2
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process--that is, some of those characteristics may be incorp - DCI-MS-ETS1.C.1
Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. - DCI-MS-LS4.A.3
Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. - DCI-MS-PS3.A.3
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. - PE-MS-PS1-4
The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. - DCI-MS-ESS1.C.1
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. - PE-MS-PS3-3
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. - PE-MS-PS1-5
The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of at - DCI-MS-PS3.A.2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. - PE-MS-PS1-2
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. - PE-MS-PS3-1
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. - PE-MS-PS1-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. - PE-MS-LS2-3
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. - PE-MS-LS2-4
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. - PE-MS-ESS1-1
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. - PE-MS-LS4-2
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. - PE-MS-LS2-1
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. - PE-MS-PS1-6
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. - DCI-MS-ESS1.A.1
Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. - DCI-MS-ESS1.A.2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. - PE-MS-LS2-2
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. - PE-MS-LS4-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. - PE-MS-LS2-5
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. - DCI-MS-LS1.B.4
All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes - DCI-MS-ESS2.A.2
In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical - DCI-MS-LS3.B.1
Water's movements--both on the land and underground--cause weathering and erosion, which change the land's surface features and create underground formations. - DCI-MS-ESS2.C.1
The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. - DCI-MS-ESS2.A.1
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D - DCI-MS-LS2.B.1
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. - DCI-MS-ESS3.B.1
The total number of each type of atom is conserved, and thus the mass does not change. - DCI-MS-PS1.B.2
In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an - DCI-MS-LS3.B.2
Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. - DCI-MS-LS1.D.1
Animals engage in characteristic behaviors that increase the odds of reproduction. - DCI-MS-LS1.B.3
Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. - DCI-MS-LS1.B.2
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. - PE-MS-ESS3-4
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. - PE-MS-ESS3-2
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. - PE-MS-ESS1-4
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. - PE-MS-LS1-1
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. - PE-MS-ESS1-2
Analyze and interpret data to determine scale properties of objects in the solar system. - PE-MS-ESS1-3
Models of all kinds are important for testing solutions. - DCI-MS-ETS1.B.4
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. - DCI-MS-ETS1.B.3
There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. - DCI-MS-ETS1.B.2
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. - DCI-MS-LS4.B.1
A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. - DCI-MS-ETS1.B.1
The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. - DCI-MS-PS3.D.1
Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. - DCI-MS-PS3.D.2
This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different - DCI-MS-ESS1.B.2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. - PE-MS-ETS1-2
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. - PE-MS-PS4-2
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. - PE-MS-PS2-4
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. - PE-MS-ETS1-3
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. - PE-MS-PS2-1
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. - PE-MS-ETS1-4
Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. - PE-MS-PS2-2
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. - PE-MS-LS1-4
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. - PE-MS-LS3-2
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. - PE-MS-LS1-5
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. - PE-MS-LS1-2
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. - PE-MS-PS2-5
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. - DCI-MS-ESS1.B.1
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. - PE-MS-LS1-3
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. - PE-MS-LS3-1
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. - PE-MS-LS1-8
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. - PE-MS-LS1-6
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. - PE-MS-LS1-7
Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C - DCI-MS-LS3.A.1
Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. - DCI-MS-ESS2.B.1
Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. - DCI-MS-LS3.A.2
A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. - DCI-MS-PS4.B.3
Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the - DCI-MS-LS2.A.4
Biodiversity describes the variety of species found in Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. - DCI-MS-LS2.C.2


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Title: Interactive Science Human Body Systems for Realize


         STEMQuest, Labs, STEM, and Program Resources

            STEMQuest

               Peak Performance Plan Quest Kick-Off
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Peak Performance Plan Quest Rubric

               Peak Performance Plan Quest Checklist

               Training Systems Quest Check
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Training Table Quest Check
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Heart Beat, Health Beat Quest Check Lab
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Why Practice Makes Perfect Quest Check
                 Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Reflect on Peak Performance Plan Quest Findings
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

            Labs

               Lab Overview Support Materials

                  Table of Contents

                  Foundational Research

                  Master Materials List

                  Lab Safety

                  SI Units and Conversion Tables

                  Graph Paper

               Chapter 1 The Human Body

                  Lesson 1

                     Body Organization After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     How Is Your Body Organized? Inquiry Warm-Up
                       Curriculum Standards: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                     Observing Cells and Tissues Quick Lab
                       Curriculum Standards: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Lesson 2

                     How Does Your Body Respond? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     System Interactions After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     A Look Beneath the Skin Directed Inquiry
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     A Look Beneath the Skin Open Inquiry Lab
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     A Look Beneath the Skin Pre-Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Working Together, Act I Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Working Together, Act II Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Your System on Caffeine Apply It!
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 3

                     Testing a Training Plan Virtual Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Working to Maintain Balance Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Homeostasis After the Inquiry Warm-Up
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of at Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of at Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

                     Out of Balance Inquiry Warm-Up
                       Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter 2 Bones, Muscles, and Skin

                  Lesson 1

                     Hard as a Rock? Inquiry Warm-Up

                     The Skeletal System After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Move Your Joints Apply It!

                     Observing Joints Quick Lab

                     Soft Bones? Quick Lab

                     Joints Virtual Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Skeleton Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Lesson 2

                     How Do Muscles Work? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Muscular System After the Inquiry Warm-Up

                     Modeling How Skeletal Muscles Work Quick Lab

                     Observing Muscle Tissue Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 3

                     The Skin After the Inquiry Warm-Up

                     What Can You Observe About Skin? Inquiry Warm-Up

                     Sun Safety Directed Inquiry

                     Sun Safety Open Inquiry

                     Sun Safety Pre-Lab

                     Sweaty Skin Quick Lab
                       Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     Up Close: Support Tissues Directed Virt Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter 3 Digestion

                  Lesson 1

                     Food and Energy After the Inquiry Warm-Up
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                     Food Claims Inquiry Warm-Up
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                     Measuring Calories Quick Lab
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                     Predicting Starch Content Quick Lab
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Lesson 2

                     Calculating Calorie Content Inquiry Warm-Up
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                     Healthy Eating After the Inquiry Warm-Up
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                     Classifying Foods Quick Lab
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Lesson 3

                     The Digestive Process Begins After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Where Does Digestion Start? Inquiry Warm-Up
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     As the Stomach Churns Directed Inquiry
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     As the Stomach Churns Open Inquiry
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     As the Stomach Churns Pre-Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     How Can You Speed Up Digestion? Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Lesson 4

                     Final Digestion and Absorption After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Which Surface Is Larger? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     A Digestive Journey Virtual Lab
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Break Up! Quick Lab
                       Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Role of the Large Intestine Quick Lab

               Chapter 4 Circulation

                  Lesson 1

                     Observing a Heart Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Body's Transport System After the Inquiry Warm-Up

                     Direction of Blood Flow Quick Lab

                     Heart Beat, Health Beat Directed Inquiry
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Heart Beat, Health Beat Open Inquiry
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Heart Beat, Health Beat Pre-Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Circulatory System Virtual Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 2

                     A Closer Look at Blood Vessels After the Inquiry Warm-Up

                     How Does Pressure Affect Blood Flow? Inquiry Warm-Up

                     Blood Pressure Quick Lab

                     Observing Diffusion Quick Lab

                  Lesson 3

                     Composition of Blood After the Inquiry Warm-Up
                       Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                     What Kinds of Cells Are in Blood? Inquiry Warm-Up
                       Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                     Do You Know Your A-B-Os? Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Modeling Plasma Quick Lab
                       Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Lesson 4

                     Cardiovascular Health After the Inquiry Warm-Up

                     Which Foods Are ''Heart Healthy''? Inquiry Warm-Up

                     Blocking the Flow Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Heart-Healthy Activities Quick Lab

               Chapter 5 Respiration and Excretion

                  Lesson 1

                     How Big Can You Blow Up a Balloon? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Respiratory System After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     A Breath of Fresh Air Directed Inquiry
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     A Breath of Fresh Air Open Inquiry
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     A Breath of Fresh Air Pre-Lab
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Modeling Respiration Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Lesson 2

                     A Smoker's Lungs Inquiry Warm-Up

                     Smoking and Your Health After the Inquiry Warm-Up

                     Chemicals in Tobacco Quick Lab

                     Modeling a Health Checkup Procedure Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 3

                     How Does Filtering Change a Liquid? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     The Excretory System After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Kidney Function Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Perspiration Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Up Close: Components of Blood
                       Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter 6 Fighting Disease

                  Lesson 1

                     Infectious Disease After the Inquiry Warm-Up
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                     The Agents of Disease Inquiry Warm-Up
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                     How Do Pathogens Cause Disease? Quick Lab
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                     How Does a Disease Spread? Quick Lab
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                     Pathogens Directed Virt Lab
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Biodiversity describes the variety of species found in Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

                  Lesson 2

                     The Body's Defenses After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Which Pieces Fit Together? Inquiry Warm-Up
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Step-by-Step Immunity Apply It!
                       Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Stuck Together Quick Lab
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                     The Skin as a Barrier Directed Inquiry
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Skin as a Barrier Open Inquiry
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Skin as a Barrier Pre-Lab
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 3

                     HIV and AIDS After the Inquiry Warm-Up

                     How Does HIV Spread? Inquiry Warm-Up

                     How Does HIV Attack? Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     What Will Spread HIV? Quick Lab

                  Lesson 4

                     Infectious Disease and Your Health After the Inquiry Warm-Up

                     Types of Immunity Inquiry Warm-Up

                     Modeling Active and Passive Immunity Quick Lab

                     What Substances Can Kill Pathogens? Quick Lab
                       Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                     Vaccines and Populations Virtual Lab
                       Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

                  Lesson 5

                     Causes of Death, Then and Now Inquiry Warm-Up

                     Noninfectious Disease After the Inquiry Warm-Up

                     What Does Sunlight Do to the Beads? Quick Lab

                     What Happens When Airflow Is Restricted? Quick Lab

               Chapter 7 The Nervous System

                  Lesson 1

                     How Simple Is a Simple Task? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     How the Nervous System Works After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Getting the Message Across Quick Lab
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Modeling a Neuron Quick Lab
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Ready or Not! Pre-Lab
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Ready or Not! Directed Inquiry
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Ready or Not! Open Inquiry
                       Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Lesson 2

                     Divisions of the Nervous System After the Inquiry Warm-Up
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     What Are the Parts of the Nervous System? Inquiry Warm-Up
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     How Does Your Knee React? Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Making Models of the Brain Quick Lab
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     When Things Go Wrong Quick Lab
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 3

                     Eyes and Ears Inquiry Warm-Up

                     Sight and Hearing After the Inquiry Warm-Up

                     Making Models of the Ear Quick Lab

                     Working Together Quick Lab
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 4

                     Can You Feel It? Inquiry Warm-Up

                     Smell, Taste, and Touch After the Inquiry Warm-Up

                     Sensing the World Virtual Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Taste and Smell Quick Lab

                     What's in the Bag? Quick Lab

                  Lesson 5

                     Alcohol and Other Drugs After the Inquiry Warm-Up

                     How Can You Best Say No? Inquiry Warm-Up

                     Demonstrating BAC Quick Lab

                     Effects of Drugs Quick Lab

                     Over-the-Counter Medication Labels Quick Lab

               Chapter 8 The Endocrine System and Reproduction

                  Lesson 1

                     Modeling Negative Feedback Directed Inquiry
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     Modeling Negative Feedback Open Inquiry
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     Modeling Negative Feedback Pre-Lab
                       Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     The Endocrine System After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     What's the Signal? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                     Making Models Quick Lab

                  Lesson 2

                     The Male and Female Reproductive Systems After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     What's the Big Difference? Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Looking at Hormone Levels Quick Lab
                       Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                     Reproductive Systems Quick Lab
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Lesson 3

                     Pregnancy and Birth After the Inquiry Warm-Up

                     Prenatal Growth Inquiry Warm-Up
                       Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

                     Egg-cellent Protection Quick Lab
                       Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Labor and Delivery Quick Lab
                       Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Way to Grow! Quick Lab
                       Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

                  Lesson 4

                     A Precious Bundle Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     The Human Life Cycle After the Inquiry Warm-Up
                       Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                     Growing Up Quick Lab
                       Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

            Performance Expectations Activities

               Structure, Function, and Information Processing PE-MS-LS1-3 PEA
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Structure, Function, and Information Processing PE-MS-LS1-8 PEA
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

            STEM Activities

               Optical Security STEM Activity
                 Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

               Life on Mars STEM Activity
                 Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system.

               The Design Process

               Table of Contents

               River Works STEM Activity
                 Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Water's movements--both on the land and underground--cause weathering and erosion, which change the land's surface features and create underground formations. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Water's movements--both on the land and underground--cause weathering and erosion, which change the land's surface features and create underground formations. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Water's movements--both on the land and underground--cause weathering and erosion, which change the land's surface features and create underground formations. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

               Feeding Frenzy STEM Activity
                 Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

               I Wouldn't Drink That! STEM Activity
                 Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

               Flipping the Switch STEM Activity
                 Curriculum Standards: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

               Crystal Clear STEM Activity
                 Curriculum Standards: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

               Energy Boosters STEM Activity
                 Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

               Sail Away STEM Activity
                 Curriculum Standards: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

               Shake, Rattle, and Roll STEM Activity
                 Curriculum Standards: The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

               It's All Water Under the Dam STEM Activity

               Out of the Corner of Your Eye STEM Activity
                 Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

            Program Resources

               Scenario-Based Investigations

                  Scenario-Based Investigations Overview

                  Casting a Vote that Makes Sense Scenario-Based Act

                  Catching the Waves Scenario-Based Act

                  Cutting Corners Doesn't Always Save Scenario-Based Act

                  Dialysis Works Too Scenario-Based Act

                  Do Planets Float? Scenario-Based Act

                  Dunwich Is Done Scenario-Based Act

                  Eating for Success Scenario-Based Act

                  Fantasy Food Chain Scenario-Based Act

                  Fantasy Zoo Scenario-Based Act

                  Flight 7084 to Barcelona Scenario-Based Act

                  Goodbye, Columbus Scenario-Based Act

                  Help! I'm Trapped Under Here! Scenario-Based Act

                  High-Priority Earthquake Zones Scenario-Based Act

                  Hit the Ball or You're Out! Scenario-Based Act

                  How Could That Be? Scenario-Based Act

                  Ice Cream, You Scream Scenario-Based Act

                  In Memory of Winifred Scenario-Based Act

                  It Must Be Dominant! Scenario-Based Act

                  Jane Versus the Volcano 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

                  Messy Data Scenario-Based Act

                  Mile-High Baseball Scenario-Based Act

                  Muscle Fatigue Scenario-Based Act

                  My Glass Is Leaking! Scenario-Based Act

                  My House Is Wired! 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

                  Oh No! My Heart's Beating Too Fast! Scenario-Based Act

                  Plants in Space Scenario-Based Act

                  Please Drop In Scenario-Based Act

                  Predicting the Weather Is No Sport Scenario-Based Act

                  Rogue Wave Scenario-Based Act

                  Saved By a Life Cycle Scenario-Based Act

                  Seeing With Your Ears Scenario-Based Act

                  Smearing Causes Seasons Scenario-Based Act

                  Some Resources Are Worth Saving Scenario-Based Act

                  Stay Calm if You Can Scenario-Based Act

                  Stuck At the Top Scenario-Based Act

                  Tay-Sachs Scenario-Based Act

                  That Can't Possibly Work Scenario-Based Act

                  The Cell Game Scenario-Based Act

                  The Element Museum Scenario-Based Act

                  The Fire Trucks Are Coming! Scenario-Based Act

                  The Last Survivors Scenario-Based Act

                  The Mayor Is Worried Scenario-Based Act

                  The North Pole or the South Pole? Scenario-Based Act

                  The Pandemic Starts Here Scenario-Based Act

                  The Pipeline Is Burning Scenario-Based Act

                  The Problem With Runoff Scenario-Based Act

                  The Stomach Stone Controversy Scenario-Based Act

                  The WWGP Is Coming Scenario-Based Act

                  This Isn't Science! Scenario-Based Act

                  What a Mass Scenario-Based Act

                  Where Is the Battery? Scenario-Based Act

                  Working Together Is the Key Scenario-Based Act

                  Worms Under Attack! Scenario-Based Act

                  What Causes our Climate? Scenario-Based Act

                  Asteroid Smasher Scenario-Based Act

                  Bias, Anyone? Scenario-Based Act

                  Bonding Super Heroes Scenario-Based Act

                  Seeing In the Dark Scenario-Based Act

                  Mom's Car Must Be Alive!

               Project-Based Activities

                  Design and Build a Hand Prosthesis Project
                    Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Travels of a Red Blood Cell Project
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process--that is, some of those characteristics may be incorp The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  What's for Lunch? Project
                    Curriculum Standards: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  A Precious Bundle Project
                    Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

                  Working Together Project
                    Curriculum Standards: The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of at Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system.

                  Stop the Invasion! Project
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Tricks and Illusions Project
                    Curriculum Standards: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Get the Message Out Project
                    Curriculum Standards: Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth's plates have moved great distances, collided, and spread apart. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process--that is, some of those characteristics may be incorp The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

               Multilingual Glossary

                  Table of Contents

                  Relating to English Language Learners Reference

                  Spanish Reference

                  Chinese (simplified) Reference

                  Chinese (traditional) Reference

                  Haitian Creole Reference

                  Korean Reference

                  Hmong Reference

                  Russian Reference

                  Vietnamese Reference

               Interdisciplinary Activities

                  Interdisciplinary Activities Overview

                  Gold--The Noble Metal Cross-Curricular Act
                    Curriculum Standards: Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. The total number of each type of atom is conserved, and thus the mass does not change. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. The total number of each type of atom is conserved, and thus the mass does not change. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. The total number of each type of atom is conserved, and thus the mass does not change. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

                  Dogs--The Loyal Companions Cross-Curricular Act
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  The Olympic Games Cross-Curricular Act
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Corn--The Amazing Grain Cross-Curricular Act
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Bridges--From Vines to Steel Cross-Curricular Act
                    Curriculum Standards: For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Pompeii Cross-Curricular Act
                    Curriculum Standards: The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. The geologic time scale interpreted from rock strata provides a way to organize Earth's history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

                  Journey to Mars Cross-Curricular Act
                    Curriculum Standards: The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass--e.g., Earth and the sun. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  African Rain Forests Cross-Curricular Act
                    Curriculum Standards: Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  The Magic of the Movies Cross-Curricular Act
                    Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  The Mississippi Cross-Curricular Act
                    Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Robots--At Your Service Cross-Curricular Act

                  The Gift of the Nile Cross-Curricular Act
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Water's movements--both on the land and underground--cause weathering and erosion, which change the land's surface features and create underground formations. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Water's movements--both on the land and underground--cause weathering and erosion, which change the land's surface features and create underground formations. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Water's movements--both on the land and underground--cause weathering and erosion, which change the land's surface features and create underground formations. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

               Math Skill and Problem-Solving Activities

                  Table of Contents

                  Science Topics Used for Problem Solving

                  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

                  Table of Contents

                  Introduction: How to Read Science Content

                  Target Reading Skill: Outline

                  Target Reading Skill: Ask Questions

                  Reading Strategy: Mark the Text

                  Vocabulary Skill: Use Root Words

                  Vocabulary Skill: Use Prefixes

                  Vocabulary Skill: Use Suffixes

                  Vocabulary Skill: Use Context Clues

                  Vocabulary Skill: Learn New Words

                  Target Reading Skill: Identify the Main Idea

                  Target Reading Skill: Identify Supporting Details

                  Reading Strategy: Take Notes

                  Target Reading Skill: Compare and Contrast

                  Target Reading Skill: Sequence

                  Target Reading Skill: Relate Cause and Effect

                  Target Reading Skill: Summarize

                  Target Reading Skill: Relate Text and Visuals

               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 Line Graphs

                  Create Data Tables

                  Create Bar 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

            Benchmark and Diagnostic Tests

               Keeping Cool and Staying Warm Untamed Science‚Ñ¢ Video
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Blood Lines Untamed Science™ Video

               Feeling Just Spine, Thank You Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Wow, I Look Old! Untamed Science™ Video

               How Is Your Body Organized?
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Your Body Stay in Balance? Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Homeostasis Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Which Systems Control Body Functions?

               The Endocrine System Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Muscle Motion Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does the Endocrine System Function? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Why Do You Need Food? Key Concept Summary
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

               The Science of Food Planet Diary

               How Can Food Guidelines Help You? Key Concept Summary
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

               The Digestive Process Begins Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

               Enzyme Action Art in Motion
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               A Digestive Journey Virtual Lab
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do the Small Intestine, Liver, and Pancreas Function? Key Concept
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               A Closer Look at Blood Vessels Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Blood Travel Through Your Body?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Does Blood Contain? Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               What Is the Role of Blood Vessels? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Causes Blood Pressure? Key Concept Summary

               What Is the Role of the Heart?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Smoking and Your Health Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Smoking and Your Health Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Respiratory System? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Respiratory System Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Body Systems in Action Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Excretory System?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Immune Response Interactivity
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               HIV and AIDS Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Can You Become Immune?

               Chickenpox Vaccine

               How Do Nerve Impulses Travel? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               What Is a Neuron? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do Allergies, Asthma, and Diabetes Affect the Body?

               Up Close: Support Tissues Directed Virt Lab
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Central Nervous System? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How the Nervous System Works Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               How Do Smell and Taste Work Together? Key Concept Summary

               How Does Alcohol Abuse Harm the Body? Key Concept Summary

               Alcohol and Other Drugs Key Concept Summary

               How Does Drug Abuse Affect the Body? Key Concept Summary

               The Endocrine System Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               The Male and Female Reproductive Systems Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Are the Functions of the Reproductive Systems?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Male and Female Reproductive Systems Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Pregnancy and Birth Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Changes Occur From Infancy to Adulthood? Key Concept Summary

               The Excretory System Student Tutorial
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Sight and Hearing Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               The Skeletal System Wkbk Lesson
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Digestive System Wkbk Lesson
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 3 HIV and AIDS eText link

               Diagnostic Test
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

               Keeping Cool and Staying Warm Untamed Science‚Ñ¢ Video
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Digestion Rocks Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Blood Lines Untamed Science™ Video

               Flu Detectives Untamed Science™ Video
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               Wow, I Look Old! Untamed Science™ Video

               The Respiratory System Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Your System on Caffeine Apply It!
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Body Organization Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Role Do Joints Play?

               Body Systems in Action Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Your Body Stay in Balance? Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Which Systems Control Body Functions?

               The Endocrine System Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               The Skeletal System Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Body Systems Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Up Close: Support Tissues Directed Virt Lab
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Know Your Bones
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Do Food Labels Tell You? Key Concept Summary

               How Can Food Guidelines Help You? Key Concept Summary
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

               What Are the Functions and Structures of the Skin?

               What Are the Functions of the Digestive System? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Heart?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do the Small Intestine, Liver, and Pancreas Function? Key Concept
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Heart Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Blood Travel Through Your Body?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Composition of Blood Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Does Blood Contain? Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               A Closer Look at Blood Vessels Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of Blood Vessels? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do Your Ears Work? Key Concept Summary

               How Does Excretion Help Your Body Maintain Homeostasis?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Step-by-Step Immunity Apply It!
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Pathogens Cause Infectious Disease and How Are They Spread?
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               How Do Pathogens Cause Disease?
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               What Are the Inflammatory and Immune Responses?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Body's First Line of Defense?

               Chickenpox Vaccine

               HIV and AIDS Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Male and Female Reproductive Systems Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Male and Female Reproductive Systems Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Stages of Prenatal Development Interactivity
                 Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Noninfectious Disease Key Concept Summary

               What Is the Role of the Central Nervous System? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How the Nervous System Works Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               How Do You See? Key Concept Summary

               The Skin Key Concept Summary

               How Does Drug Abuse Affect the Body? Key Concept Summary

               The Endocrine System Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Pregnancy and Birth Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Changes Occur From Infancy to Adulthood? Key Concept Summary

               The Muscular System Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Makes a Compound Organic? Student Tutorial
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Important Organic Compounds Student Tutorial
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Sight and Hearing Key Concept Summary

               Lesson 1 Human Inheritance eText link

               Lesson 3 HIV and AIDS eText link

               Benchmark Test
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

         Chapter 1 The Human Body

            Chapter 1 The Human Body Opener

               Keeping Cool and Staying Warm Untamed Science‚Ñ¢ Video
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Discussion Board Question and Rubric

            Lesson 1 Body Organization

               Engage and Explore

                  Medical Illustrator
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Is Your Body Organized? Inquiry Warm-Up
                    Curriculum Standards: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Body Organization After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  Body Systems Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Is Your Body Organized?
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Observing Cells and Tissues Quick Lab
                    Curriculum Standards: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Body Organization Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Body Organization Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  Body Organization Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Body Organization Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Body Organization Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Body Organization Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Lesson 1 Body Organization eText link

            Lesson 2 System Interactions

               Engage and Explore

                  Do you hear in color?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Does Your Body Respond? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  System Interactions After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  Body Systems in Action Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Your System on Caffeine Apply It!
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Do You Move?

                  Which Systems Move Materials in Your Body?

                  Which Systems Control Body Functions?

                  A Look Beneath the Skin Directed Inquiry
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Look Beneath the Skin Open Inquiry Lab
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Working Together, Act I Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Working Together, Act II Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Look Beneath the Skin Pre-Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  System Interactions Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  System Interactions Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Evaluate

                  System Interactions Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  System Interactions Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  System Interactions Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  System Interactions Lesson Quiz
                    Curriculum Standards: Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Lesson 2 System Interactions eText link

            Lesson 3 Homeostasis

               Engage and Explore

                  Worried Sick -- Not Just an Expression
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Out of Balance Inquiry Warm-Up
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Homeostasis After the Inquiry Warm-Up
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of at Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. Analyze and interpret data to determine scale properties of objects in the solar system. The planet's systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth's history and will determine its future. All Earth processes are the result of energy flowing and matter cycling within and among the planet's systems. This energy is derived from the sun and Earth's hot interior. The energy that flows and matter that cycles produce chemical and physical changes Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

               Explain and Elaborate

                  How Does Your Body Stay in Balance? Summary
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Wrench in the System Real-World Inquiry

                  Testing a Training Plan Virtual Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Homeostasis Key Concept Summary
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Working to Maintain Balance Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Homeostasis Enrich
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  Homeostasis Assess Your Understanding
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Homeostasis Review and Reinforce
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Homeostasis Lesson Quiz
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Homeostasis Lesson Quiz
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 3 Homeostasis eText link

            My Science Coach & My Reading Web

               Read at My Level

                  Systems Within the Body Level 1

                  Your Body Structure & Systems Level 2

                  A Well-Oiled Machine Level 3

               Get More Practice

                  From Atoms to Organs

                  How Body Systems Work Together

                  Homeostasis

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter Test B
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Digestion Rocks Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Feeling Just Spine, Thank You Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Blood Lines Untamed Science™ Video

               Keeping Cool and Staying Warm Untamed Science‚Ñ¢ Video
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Which Systems Control Body Functions?

               Which Systems Move Materials in Your Body?

               What Are the Functions of the Digestive System? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Homeostasis Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Muscular System Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Up Close: Support Tissues Directed Virt Lab
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do You Move?

               What Role Do Joints Play?

               What Is the Role of the Cardiovascular System?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Body Systems Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               A Digestive Journey Virtual Lab
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Muscle Motion Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Muscular System Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               A Wrench in the System Real-World Inquiry

               What Nutrients Do You Need? Key Concept Summary
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Know Your Bones
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Your Body Stay in Balance? Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Move Your Joints Apply It!

               How Does the Endocrine System Function? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Stimulus and Response Student Tutorial
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Looking Inside Cells Wkbk Lesson

               Chapter Test
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

         Chapter 2 Bones, Muscles, and Skin

            Chapter 2 Bones, Muscles, and Skin Opener

               Feeling Just Spine, Thank You Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Discussion Board Question and Rubric

            Lesson 1 The Skeletal System

               Engage and Explore

                  Know Your Bones
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Hard as a Rock? Inquiry Warm-Up

                  The Skeletal System After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  Build a Skeleton

                  Move Your Joints Virtual Lab Apply It!

                  What Does the Skeleton Do?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Role Do Joints Play?

                  What Are the Characteristics of Bones?

                  Joints Virtual Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Skeletal System Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Skeleton Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Observing Joints Quick Lab

                  Soft Bones? Quick Lab

                  The Skeletal System Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Evaluate

                  The Skeletal System Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Skeletal System Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Skeletal System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Skeletal System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 1 The Skeletal System eText link

            Lesson 2 The Muscular System

               Engage and Explore

                  Blog My Planet Diary

                  How Do Muscles Work? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Muscular System After the Inquiry Warm-Up

               Explain and Elaborate

                  Muscle Motion Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Muscles Are in Your Body?

                  How Do Skeletal Muscles Work?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Observing Muscle Tissue Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Modeling How Skeletal Muscles Work Quick Lab

                  The Muscular System Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Muscular System Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  The Muscular System Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Muscular System Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Muscular System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Muscular System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 2 The Muscular System eText link

            Lesson 3 The Skin

               Engage and Explore

                  Would You Like to Be a Skin Doctor?

                  What Can You Observe About Skin? Inquiry Warm-Up

                  The Skin After the Inquiry Warm-Up

               Explain and Elaborate

                  Up Close: Support Tissues Directed Virt Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Sunscreen Ratings Interactivity

                  What Are the Functions and Structures of the Skin?

                  How Can You Have Healthy Skin?

                  Sweaty Skin Quick Lab
                    Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Sun Safety Pre-Lab

                  Sun Safety Directed Inquiry

                  Sun Safety Open Inquiry

                  The Skin Key Concept Summary

                  The Skin Enrich

               Evaluate

                  The Skin Assess Your Understanding

                  The Skin Review and Reinforce

                  The Skin Lesson Quiz

                  The Skin Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 3 The Skin eText link

            My Science Coach & My Reading Web

               Read at My Level

                  All for One & One for All Level 1

                  The Body's Systems Level 2

                  Human Anatomy Level 3

               Get More Practice

                  Your Bones

                  Your Muscles

                  Skin

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter Test B
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Skeletal System Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Know Your Bones
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do Skeletal Muscles Work?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Skin Key Concept Summary

               The Body's Defenses Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Are the Functions and Structures of the Skin?

               What Does the Skeleton Do?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Role Do Joints Play?

               The Muscular System Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 2 The Muscular System eText link

               The Integumentary System Summary Worksheet

               Chapter Test
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

         Chapter 3 Digestion

            Chapter 3 Digestion Opener

               Digestion Rocks Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Discussion Board Question and Rubric

            Lesson 1 Food and Energy

               Engage and Explore

                  The Science of Food Planet Diary

                  Food Claims Inquiry Warm-Up
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Food and Energy After the Inquiry Warm-Up
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

               Explain and Elaborate

                  Nutrients at Work Interactivity
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

                  Why Do You Need Food? Key Concept Summary
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

                  What Nutrients Do You Need? Key Concept Summary
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Measuring Calories Quick Lab
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Predicting Starch Content Quick Lab
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Food and Energy Key Concept Summary
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Food and Energy Enrich
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Evaluate

                  Food and Energy Assess Your Understanding
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Food and Energy Review and Reinforce
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Food and Energy Lesson Quiz
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Food and Energy Lesson Quiz
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Lesson 1 Food and Energy eText link

            Lesson 2 Healthy Eating

               Engage and Explore

                  Garlic: Bad Breath? Good Health? Planet Diary
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Calculating Calorie Content Inquiry Warm-Up
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Healthy Eating After the Inquiry Warm-Up
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

               Explain and Elaborate

                  How Can Food Guidelines Help You? Key Concept Summary
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  What Do Food Labels Tell You? Key Concept Summary

                  Classifying Foods Quick Lab
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Calculating Percentage of Calories from Fat Quick Lab

                  Healthy Eating Key Concept Summary
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Healthy Eating Enrich

               Evaluate

                  Healthy Eating Assess Your Understanding
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Healthy Eating Review and Reinforce
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Healthy Eating Lesson Quiz
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  Healthy Eating Lesson Quiz
                    Curriculum Standards: The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

               Lesson 2 Healthy Eating eText link

            Lesson 3 The Digestive Process Begins

               Engage and Explore

                  Watch Digestion Live Planet Diary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Where Does Digestion Start? Inquiry Warm-Up
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Digestive Process Begins After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  What Are the Functions of the Digestive System? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Enzyme Action Art in Motion
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  What Is the Role of the Mouth, Esophagus, & Stomach? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  As the Stomach Churns Directed Inquiry
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  How Can You Speed Up Digestion? Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  As the Stomach Churns Pre-Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  As the Stomach Churns Open Inquiry
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  The Digestive Process Begins Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  The Digestive Process Begins Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  The Digestive Process Begins Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  The Digestive Process Begins Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  The Digestive Process Begins Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

                  The Digestive Process Begins Lesson Quiz

               Lesson 3 The Digestive Process Begins eText link

            Lesson 4 Final Digestion and Absorption

               Engage and Explore

                  Partnering with Bacteria Planet Diary

                  Which Surface Is Larger? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Final Digestion and Absorption After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  A Digestive Journey Virtual Lab
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Do the Small Intestine, Liver, and Pancreas Function? Key Concept
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Does the Large Intestine Do? Key Concept Summary

                  Break Up! Quick Lab
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Role of the Large Intestine Quick Lab

                  Final Digestion and Absorption Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Final Digestion and Absorption Enrich
                    Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Evaluate

                  Final Digestion and Absorption Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Final Digestion and Absorption Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Final Digestion and Absorption Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Final Digestion and Absorption Lesson Quiz

               Lesson 4 Final Digestion and Absorption eText link

            My Science Coach & My Reading Web

               Read at My Level

                  You Are What You Eat Level 1

                  A Healthy Diet Level 2

                  The Nutrients in Food Level 3

               Get More Practice

                  Carbohydrates

                  Healthy Eating

                  Body Basics: Digestive System

                  Digestive System

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Chapter Test B
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Digestion Rocks Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Nutrients at Work Interactivity
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

               The Science of Food Planet Diary

               How Can Food Guidelines Help You? Key Concept Summary
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

               What Do Food Labels Tell You? Key Concept Summary

               Which Systems Move Materials in Your Body?

               Enzyme Action Art in Motion
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Garlic: Bad Breath? Good Health? Planet Diary
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

               How Does Your Body Stay in Balance? Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Why Do You Need Food? Key Concept Summary
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

               What Makes a Compound Organic? Student Tutorial
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Important Organic Compounds Student Tutorial
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Chapter Test
                 Curriculum Standards: Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

         Chapter 4 Circulation

            Chapter 4 Circulation Opener

               Blood Lines Untamed Science™ Video

               Discussion Board Question and Rubric

            Lesson 1 The Body's Transport System

               Engage and Explore

                  Your Heart, Your Health

                  Observing a Heart Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Transport System After the Inquiry Warm-Up

               Explain and Elaborate

                  The Heart Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Is the Role of the Cardiovascular System?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Is the Role of the Heart?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Does Blood Travel Through Your Body?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Direction of Blood Flow Quick Lab

                  How Hard Does Your Heart Work? Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Heart Beat, Health Beat Pre-Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Heart Beat, Health Beat Directed Inquiry
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Heart Beat, Health Beat Open Inquiry
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Transport System Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Transport System Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Circulatory System Virtual Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  The Body's Transport System Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Transport System Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Transport System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Transport System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 1 The Body's Transport System eText link

            Lesson 2 A Closer Look at Blood Vessels

               Engage and Explore

                  What Color Is Your Blood? Planet Diary

                  How Does Pressure Affect Blood Flow? Inquiry Warm-Up

                  A Closer Look at Blood Vessels After the Inquiry Warm-Up

               Explain and Elaborate

                  What Is the Role of Blood Vessels? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Arteries or Veins?

                  What Causes Blood Pressure? Key Concept Summary

                  Observing Diffusion Quick Lab

                  Blood Pressure Quick Lab

                  A Closer Look at Blood Vessels Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Closer Look at Blood Vessels Enrich

               Evaluate

                  A Closer Look at Blood Vessels Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Closer Look at Blood Vessels Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Closer Look at Blood Vessels Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Closer Look at Blood Vessels Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 2 A Closer Look at Blood Vessels eText link

            Lesson 3 Composition of Blood

               Engage and Explore

                  Blood? What Blood? Planet Diary

                  What Kinds of Cells Are in Blood? Inquiry Warm-Up
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Composition of Blood After the Inquiry Warm-Up
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Explain and Elaborate

                  What Does Blood Contain? Key Concept Summary
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  What Is the Role of Blood Types in Transfusions? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Adventures of a RBC Art in Motion
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Do You Know Your A-B-Os? Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Modeling Plasma Quick Lab
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

                  Composition of Blood Key Concept Summary
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Composition of Blood Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Up Close: Components of Blood
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  Composition of Blood Assess Your Understanding
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Composition of Blood Review and Reinforce
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Composition of Blood Lesson Quiz
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Composition of Blood Lesson Quiz
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 3 Composition of Blood eText link

            Lesson 4 Cardiovascular Health

               Engage and Explore

                  Every Little Bit Counts Planet Diary

                  Which Foods Are ''Heart Healthy''? Inquiry Warm-Up

                  Cardiovascular Health After the Inquiry Warm-Up

               Explain and Elaborate

                  What Are Some Cardiovascular Diseases? Key Concept Summary

                  How Can You Maintain Cardiovascular Health? Key Concept Summary

                  Blocking the Flow Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Heart-Healthy Activities Quick Lab

                  Cardiovascular Health Key Concept Summary

                  Cardiovascular Health Enrich

               Evaluate

                  Cardiovascular Health Assess Your Understanding

                  Cardiovascular Health Review and Reinforce

                  Cardiovascular Health Lesson Quiz

                  Cardiovascular Health Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 4 Cardiovascular Health eText link

            My Science Coach & My Reading Web

               Read at My Level

                  Special Delivery Level 1

                  Body Systems Level 2

                  Circulatory System Level 3

               Get More Practice

                  Circulation Station

                  Blood Vessels

                  Blood Types

                  Heart Disease Prevention

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter Test B
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Blood Lines Untamed Science™ Video

               What Is the Role of the Cardiovascular System?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Heart?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Cardiovascular System?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Blood Travel Through Your Body?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Heart Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Causes Blood Pressure? Key Concept Summary

               Up Close: Components of Blood
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of Blood Vessels? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Composition of Blood Review and Reinforce
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of Blood Types in Transfusions? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Can You Maintain Cardiovascular Health? Key Concept Summary

               A Closer Look at Blood Vessels Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Composition of Blood Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Does Blood Contain? Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

               Chapter Test
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

         Chapter 5 Respiration and Excretion

            Chapter 5 Respiration and Excretion Opener

               Zen Diving Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Discussion Board Question and Rubric

            Lesson 1 The Respiratory System

               Engage and Explore

                  The Breath of Life
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Big Can You Blow Up a Balloon? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Respiratory System After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  The Respiratory System Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Is the Role of the Respiratory System? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Gas Exchange Art in Motion
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Do You Breathe? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Happens During Gas Exchange? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Modeling Respiration Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  A Breath of Fresh Air Directed Inquiry
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Breath of Fresh Air Pre-Lab
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  A Breath of Fresh Air Open Inquiry
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Do You Exhale? Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Respiratory System Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Respiratory System Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  The Respiratory System Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Respiratory System Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Respiratory System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Respiratory System Lesson Quiz
                    Curriculum Standards: Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 1 The Respiratory System eText link

            Lesson 2 Smoking and Your Health

               Engage and Explore

                  Blog9 Planet Diary

                  A Smoker's Lungs Inquiry Warm-Up

                  Smoking and Your Health After the Inquiry Warm-Up

               Explain and Elaborate

                  What Chemicals Are in Tobacco Smoke? Key Concept Summary

                  How Does Tobacco Smoke Affect Health? Key Concept Summary

                  Chemicals in Tobacco Quick Lab

                  Modeling a Health Checkup Procedure Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Smoking and Your Health Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Smoking and Your Health Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  Smoking and Your Health Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Smoking and Your Health Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Smoking and Your Health Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Smoking and Your Health Lesson Quiz

               Lesson 2 Smoking and Your Health eText link

            Lesson 3 The Excretory System

               Engage and Explore

                  Useful Urine

                  How Does Filtering Change a Liquid? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  The Excretory System After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Explain and Elaborate

                  Waste on the Way Out Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What is in Urine? Interactivity Do the Math!
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  What Is the Role of the Excretory System?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Does Excretion Help Your Body Maintain Homeostasis?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Kidney Function Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Perspiration Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  The Excretory System Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Excretory System Enrich

               Evaluate

                  The Excretory System Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Excretory System Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Excretory System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Excretory System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Lesson 3 The Excretory System eText link

            My Science Coach & My Reading Web

               Read at My Level

                  A Breath of Fresh Air Level 1

                  The Muscular System Level 2

                  The Muscular & Respiratory Systems Level 3

               Get More Practice

                  Your Lungs and Respiratory System

                  Smoking Stinks

                  Your Kidneys

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter Test B
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Blood Lines Untamed Science™ Video

               Gas Exchange Art in Motion
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Respiratory System? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Which Systems Move Materials in Your Body?

               Smoking and Your Health Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Smoking and Your Health Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Cardiovascular System?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of Blood Types in Transfusions? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Body Systems in Action Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Excretory System?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Waste on the Way Out Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               A Closer Look at Blood Vessels Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Excretion Help Your Body Maintain Homeostasis?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Homeostasis Key Concept Summary
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Excretory System Student Tutorial
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Cellular Respiration Works Student Tutorial

               Chapter Test
                 Curriculum Standards: Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

         Chapter 6 Fighting Disease

            Chapter 6 Fighting Disease Opener

               Flu Detectives Untamed Science™ Video
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               Discussion Board Question and Rubric

            Lesson 1 Infectious Disease

               Engage and Explore

                  Fight the Flu
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  The Agents of Disease Inquiry Warm-Up
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Infectious Disease After the Inquiry Warm-Up
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               Explain and Elaborate

                  Pathogens Directed Virt Lab
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Biodiversity describes the variety of species found in Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Biodiversity describes the variety of species found in Earth's terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure of its health. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

                  How Do Pathogens Cause Disease?
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  What Pathogens Cause Infectious Disease and How Are They Spread?
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  How Does a Disease Spread? Quick Lab
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  How Do Pathogens Cause Disease? Quick Lab
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Infectious Disease Key Concept Summary
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Infectious Disease Enrich
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               Evaluate

                  Infectious Disease Assess Your Understanding
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Infectious Disease Review and Reinforce
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Infectious Disease Lesson Quiz
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Infectious Disease Lesson Quiz
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               Lesson 1 Infectious Disease eText link

            Lesson 2 The Body's Defenses

               Engage and Explore

                  The Kissing Disease
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Which Pieces Fit Together? Inquiry Warm-Up
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Defenses After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  Immune Response Interactivity
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Step-by-Step Immunity Apply It!
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Is the Body's First Line of Defense?

                  What Are the Inflammatory and Immune Responses?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Skin as a Barrier Directed Inquiry
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Stuck Together Quick Lab
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  The Skin as a Barrier Pre-Lab
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Skin as a Barrier Open Inquiry
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Defenses Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Defenses Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  The Body's Defenses Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Defenses Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Defenses Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Body's Defenses Lesson Quiz
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 2 The Body's Defenses eText link

            Lesson 3 HIV and AIDS

               Engage and Explore

                  The NAMES Project Foundation -- AIDS Memorial Quilt

                  How Does HIV Spread? Inquiry Warm-Up

                  HIV and AIDS After the Inquiry Warm-Up

               Explain and Elaborate

                  How Does HIV Affect the Body?

                  How Is HIV Spread and Treated?

                  How Does HIV Attack? Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Will Spread HIV? Quick Lab

                  HIV and AIDS Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  HIV and AIDS Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  HIV and AIDS Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  HIV and AIDS Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  HIV and AIDS Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  HIV and AIDS Lesson Quiz

               Lesson 3 HIV and AIDS eText link

            Lesson 4 Infectious Disease and Your Health

               Engage and Explore

                  Chickenpox Vaccine

                  Types of Immunity Inquiry Warm-Up

                  Infectious Disease and Your Health After the Inquiry Warm-Up

               Explain and Elaborate

                  How Can You Become Immune?

                  How Do Vaccines Work?

                  How Can Infectious Diseases Be Treated and Prevented?

                  Modeling Active and Passive Immunity Quick Lab

                  What Substances Can Kill Pathogens? Quick Lab
                    Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

                  Infectious Disease and Your Health Key Concept Summary

                  Infectious Disease and Your Health Enrich

                  Vaccines and Populations Virtual Lab
                    Curriculum Standards: Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

               Evaluate

                  Infectious Disease and Your Health Assess Your Understanding

                  Infectious Disease and Your Health Review and Reinforce

                  Infectious Disease and Your Health Lesson Quiz

                  Infectious Disease and Your Health Lesson Quiz

               Lesson 4 Infectious Disease and Your Health eText link

            Lesson 5 Noninfectious Disease

               Engage and Explore

                  Athletes With Asthma

                  Causes of Death, Then and Now Inquiry Warm-Up

                  Noninfectious Disease After the Inquiry Warm-Up

               Explain and Elaborate

                  How Do Allergies, Asthma, and Diabetes Affect the Body?

                  What Is Cancer and How Can It Be Treated?

                  Diagnosis Please, Doctor

                  What Does Sunlight Do to the Beads? Quick Lab

                  What Happens When Airflow Is Restricted? Quick Lab

                  Noninfectious Disease Key Concept Summary

                  Noninfectious Disease Enrich

               Evaluate

                  Noninfectious Disease Assess Your Understanding

                  Noninfectious Disease Review and Reinforce

                  Noninfectious Disease Lesson Quiz

                  Noninfectious Disease Lesson Quiz

               Lesson 5 Noninfectious Disease eText link

            My Science Coach & My Reading Web

               Read at My Level

                  An Ongoing Battle Level 1

                  The Immune System Level 2

                  Defending Against Infection Level 3

               Get More Practice

                  Infectious Diseases?Pathogens

                  Immune Response

                  HIV and AIDS

                  Vaccines

                  What Is Cancer?

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter Test B
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Flu Detectives Untamed Science™ Video
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               Step-by-Step Immunity Apply It!
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do Pathogens Cause Disease?
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               What Is the Body's First Line of Defense?

               HIV and AIDS Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Do Allergies, Asthma, and Diabetes Affect the Body?

               What Is Cancer and How Can It Be Treated?

               Noninfectious Disease Key Concept Summary

               What Are the Inflammatory and Immune Responses?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Infectious Disease Key Concept Summary
                 Curriculum Standards: Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               The Body's Defenses Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Immune Response Interactivity
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chickenpox Vaccine

               The Body's Defenses Wkbk Lesson
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

               Patterns of Inheritance Wkbk Lesson

               Chapter Test
                 Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

         Chapter 7 The Nervous System

            Chapter 7 The Nervous System Opener

               Where'd You Get Those Genes? Untamed Science‚Ñ¢ Video
                 Curriculum Standards: Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

               Discussion Board Question and Rubric

            Lesson 1 How the Nervous System Works

               Engage and Explore

                  Wake Up!
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How Simple Is a Simple Task? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How the Nervous System Works After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  What Is the Role of the Nervous System? Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Is a Neuron? Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Do Nerve Impulses Travel? Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How a Nerve Impulse Travels Art in Motion
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Ready or Not! Directed Inquiry
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Ready or Not! Pre-Lab
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Ready or Not! Open Inquiry
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Modeling a Neuron Quick Lab
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Getting the Message Across Quick Lab
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How the Nervous System Works Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How the Nervous System Works Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Evaluate

                  How the Nervous System Works Assess Your Understanding
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How the Nervous System Works Review and Reinforce
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How the Nervous System Works Lesson Quiz
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How the Nervous System Works Lesson Quiz
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 1 How the Nervous System Works eText link

            Lesson 2 Divisions of the Nervous System

               Engage and Explore

                  Moving Again Planet Diary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  What Are the Parts of the Nervous System? Inquiry Warm-Up
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Divisions of the Nervous System After the Inquiry Warm-Up
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Explain and Elaborate

                  The Nervous System Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  What Is the Role of the Central Nervous System? Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Is the Role of the Peripheral Nervous System? Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  What Are Two Nervous System Injuries? Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How Does Your Knee React? Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Making Models of the Brain Quick Lab
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  When Things Go Wrong Quick Lab
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Divisions of the Nervous System Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Divisions of the Nervous System Enrich
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Evaluate

                  Divisions of the Nervous System Assess Your Understanding
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Divisions of the Nervous System Review and Reinforce
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Divisions of the Nervous System Lesson Quiz
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Divisions of the Nervous System Lesson Quiz
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Lesson 2 Divisions of the Nervous System eText link

            Lesson 3 Sight and Hearing

               Engage and Explore

                  Blog Planet Diary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  Eyes and Ears Inquiry Warm-Up

                  Sight and Hearing After the Inquiry Warm-Up

               Explain and Elaborate

                  How Do You See? Key Concept Summary

                  How Do Your Ears Work? Key Concept Summary

                  Working Together Quick Lab
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Making Models of the Ear Quick Lab

                  Sight and Hearing Key Concept Summary

                  Sight and Hearing Enrich

               Evaluate

                  Sight and Hearing Assess Your Understanding

                  Sight and Hearing Review and Reinforce

                  Sight and Hearing Lesson Quiz

                  Sight and Hearing Lesson Quiz
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Lesson 3 Sight and Hearing eText link

            Lesson 4 Smell, Taste, and Touch

               Engage and Explore

                  An Odd Job Planet Diary

                  Can You Feel It? Inquiry Warm-Up

                  Smell, Taste, and Touch After the Inquiry Warm-Up

               Explain and Elaborate

                  Sensing the World Virtual Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  How Do Smell and Taste Work Together? Key Concept Summary

                  How Do You Sense Touch? Key Concept Summary

                  Taste and Smell Quick Lab

                  What's in the Bag? Quick Lab

                  Smell, Taste, and Touch Key Concept Summary

                  Smell, Taste, and Touch Enrich

               Evaluate

                  Smell, Taste, and Touch Assess Your Understanding

                  Smell, Taste, and Touch Review and Reinforce

                  Smell, Taste, and Touch Lesson Quiz

                  Smell, Taste, and Touch Lesson Quiz

               Lesson 4 Smell, Taste, and Touch eText link

            Lesson 5 Alcohol and Other Drugs

               Engage and Explore

                  SADD National Planet Diary

                  How Can You Best Say No? Inquiry Warm-Up

                  Alcohol and Other Drugs After the Inquiry Warm-Up

               Explain and Elaborate

                  How Does Drug Abuse Affect the Body? Key Concept Summary

                  Are Drugs Really that Bad for You?

                  What Are Some Commonly Abused Drugs? Key Concept Summary

                  How Does Alcohol Abuse Harm the Body? Key Concept Summary

                  Effects of Drugs Quick Lab

                  Over-the-Counter Medication Labels Quick Lab

                  Demonstrating BAC Quick Lab

                  Alcohol and Other Drugs Key Concept Summary

                  Alcohol and Other Drugs Enrich

               Evaluate

                  Alcohol and Other Drugs Assess Your Understanding

                  Alcohol and Other Drugs Review and Reinforce

                  Alcohol and Other Drugs Lesson Quiz

                  Alcohol and Other Drugs Lesson Quiz

               Lesson 5 Alcohol and Other Drugs eText link

            My Science Coach & My Reading Web

               Read at My Level

                  Muscular & Sensory Systems Level 1

                  Muscles & Sense Organs Level 2

                  Movement & Perceptions Level 3

               Get More Practice

                  Nerve Cells

                  How Do Nerve Cells Connect?

                  The Nervous System

                  Concussions

                  Your Eyes

                  Tour of the Tongue

                  Drugs and Alcohol

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter Test B
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Nervous System Interactivity
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               What Is the Role of the Nervous System? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Which Systems Control Body Functions?

               How Do You See? Key Concept Summary

               How Does Drug Abuse Affect the Body? Key Concept Summary

               What Is a Neuron? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Alcohol and Other Drugs Key Concept Summary

               How Do Nerve Impulses Travel? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Divisions of the Nervous System Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Is the Role of the Central Nervous System? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does Alcohol Abuse Harm the Body? Key Concept Summary

               How Do Smell and Taste Work Together? Key Concept Summary

               How Do You Sense Touch? Key Concept Summary

               How Do Your Ears Work? Key Concept Summary

               Sight and Hearing Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               The Nervous System Wkbk Lesson
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Chapter Test
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

         Chapter 8 The Endocrine System and Reproduction

            Chapter 8 The Endocrine System and Reproduction Opener

               Wow, I Look Old! Untamed Science™ Video

               Discussion Board Question and Rubric

            Lesson 1 The Endocrine System

               Engage and Explore

                  The Cause of Acne

                  What's the Signal? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  The Endocrine System After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Explain and Elaborate

                  How Does the Endocrine System Function? Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Controls Hormone Levels? Key Concept Summary
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Negative Feedback & Endocrine System Interactivity
                    Curriculum Standards: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Making Models Quick Lab

                  Modeling Negative Feedback Directed Inquiry
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Modeling Negative Feedback Open Inquiry
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  Modeling Negative Feedback Pre-Lab
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  The Endocrine System Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  The Endocrine System Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  The Endocrine System Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  The Endocrine System Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  The Endocrine System Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

                  The Endocrine System Lesson Quiz
                    Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 1 The Endocrine System eText link

            Lesson 2 The Male and Female Reproductive Systems

               Engage and Explore

                  In Vitro Fertilization
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What's the Big Difference? Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Male and Female Reproductive Systems After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  Reproductive Anatomy Interactivity
                    Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Menstrual Cycle Interactivity
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Are the Functions of the Reproductive Systems?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Happens During the Menstrual Cycle?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Reproductive Systems Quick Lab
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Looking at Hormone Levels Quick Lab
                    Curriculum Standards: The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. D Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the different Models of all kinds are important for testing solutions. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

                  The Male and Female Reproductive Systems Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Male and Female Reproductive Systems Enrich
                    Curriculum Standards: Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. C Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, an Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  The Male and Female Reproductive Systems Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Male and Female Reproductive Systems Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Male and Female Reproductive Systems Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Male and Female Reproductive Systems Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 2 The Male and Female Reproductive Systems eText link

            Lesson 3 Pregnancy and Birth

               Engage and Explore

                  Obstetrician

                  Prenatal Growth Inquiry Warm-Up
                    Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

                  Pregnancy and Birth After the Inquiry Warm-Up

               Explain and Elaborate

                  Stages of Prenatal Development Interactivity
                    Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Change in Mass of a Developing Baby Interactivity Do the Math!

                  What Happens Before Birth?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  How Is the Embryo Protected and Nourished?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  What Happens During Childbirth?
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Way to Grow! Quick Lab
                    Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

                  Egg-cellent Protection Quick Lab
                    Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Labor and Delivery Quick Lab
                    Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Pregnancy and Birth Key Concept Summary
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Pregnancy and Birth Enrich
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Evaluate

                  Pregnancy and Birth Assess Your Understanding
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Pregnancy and Birth Review and Reinforce
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Pregnancy and Birth Lesson Quiz
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  Pregnancy and Birth Lesson Quiz
                    Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Lesson 3 Pregnancy and Birth eText link

            Lesson 4 The Human Life Cycle

               Engage and Explore

                  Blog0 Planet Diary

                  A Precious Bundle Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

                  The Human Life Cycle After the Inquiry Warm-Up
                    Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Explain and Elaborate

                  What Changes Occur From Infancy to Adulthood? Key Concept Summary

                  Are They Growing Up Normally?

                  Growing Up Quick Lab
                    Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

                  The Human Life Cycle Key Concept Summary
                    Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

                  The Human Life Cycle Enrich
                    Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

               Evaluate

                  The Human Life Cycle Assess Your Understanding
                    Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

                  The Human Life Cycle Review and Reinforce
                    Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

                  The Human Life Cycle Lesson Quiz
                    Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

                  The Human Life Cycle Lesson Quiz

               Lesson 4 The Human Life Cycle eText link

            My Science Coach & My Reading Web

               Read at My Level

                  The Apple Doesn't Fall Far From the Tree Level 1

                  Traits Level 2

                  The Inheritance of Traits Level 3

               Get More Practice

                  Endocrine System Glands and Hormones

                  Growth Disorders

                  The Menstrual Cycle

                  Stages of Development of the Fetus

                  Everything You Wanted to Know About Puberty

            Chapter Assessment

               Chapter Test A
                 Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Chapter Test B
                 Curriculum Standards: Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               Wow, I Look Old! Untamed Science™ Video

               Digestion Rocks Untamed Science™ Video
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Controls Hormone Levels? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Endocrine System Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               The Male and Female Reproductive Systems Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Male and Female Reproductive Systems Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Which Systems Control Body Functions?

               What Changes Occur From Infancy to Adulthood? Key Concept Summary

               What Are the Functions of the Reproductive Systems?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Reproductive Anatomy Interactivity
                 Curriculum Standards: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               How Does the Endocrine System Function? Key Concept Summary
                 Curriculum Standards: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Stages of Prenatal Development Interactivity
                 Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Pregnancy and Birth Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               What Happens During Childbirth?
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               The Endocrine System Review and Reinforce
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

               What Are the Functions of the Digestive System? Key Concept Summary
                 Curriculum Standards: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

               Chapter Test
                 Curriculum Standards: Animals engage in characteristic behaviors that increase the odds of reproduction. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

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            A Breath of Fresh Air Pre-Lab Teacher Support
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            The Skin as a Barrier Directed Inquiry Teacher Support
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            The Skin as a Barrier Open Inquiry Teacher Support
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            The Skin as a Barrier Pre-Lab Teacher Support
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            Teacher Resources
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            Ready or Not! Pre-Lab Teacher Support
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            Ready or Not! Directed Inquiry Teacher Support
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            Ready or Not! Open Inquiry Teacher Support
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            Modeling Negative Feedback Directed Inquiry Teacher Support
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            Modeling Negative Feedback Open Inquiry Teacher Support
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            Modeling Negative Feedback Pre-Lab Teacher Support
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            Teacher Resources
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            Optical Security STEM Activity Teacher Support
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            Life on Mars STEM Activity Teacher Support
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            River Works STEM Activity Teacher Support
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            Feeding Frenzy STEM Activity Teacher Support
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            I Wouldn't Drink That! STEM Activity Teacher Support
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            Flipping the Switch STEM Activity Teacher Support
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            Crystal Clear STEM Activity Teacher Support
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            Energy Boosters STEM Activity Teacher Support
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            Sail Away STEM Activity Teacher Support
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            Shake, Rattle, and Roll STEM Activity Teacher Support
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            It's All Water Under the Dam STEM Activity Teacher Support
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            Out of the Corner of Your Eye STEM Activity Teacher Support
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            Design and Build a Hand Prosthesis PBA Teacher Support
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            Travels of a Red Blood Cell PBA Teacher Support
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            What's for Lunch? PBA Teacher Support
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            Stop the Invasion! PBA Teacher Support
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            Accelerating the Progress of English Language Learners
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            Gold Cross-Curricular Activity Teacher Support
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            Dogs Cross-Curricular Activity Teacher Support
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            Olympics Cross-Curricular Activity Teacher Support
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            Corn Cross-Curricular Activity Teacher Support
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            Bridges Cross-Curricular Activity Teacher Support
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            Pompeii Cross-Curricular Activity Teacher Support
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            Mars Cross-Curricular Activity Teacher Support
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            Rain Forests Cross-Curricular Activity Teacher Support
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            Movies Cross-Curricular Activity Teacher Support
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            The Mississippi Cross-Curricular Activity Teacher Support
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            Robots Cross-Curricular Activity Teacher Support
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            The Gift of the Nile Cross-Curricular Activity Teacher Support
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            Target Reading Skill: Outline Teacher Support
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            Target Reading Skill: Ask Questions Teacher Support
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            Vocabulary Skill: Use Prefixes Teacher Support
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            Vocabulary Skill: Use Context Clues Teacher Support
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            Vocabulary Skill: Learn New Words Teacher Support
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            Target Reading Skill: Identify the Main Idea Teacher Support
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            Target Reading Skill: Identify Supporting Details Teacher Support
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            Target Reading Skill: Relate Text and Visuals Teacher Support
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            Professional Development
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            The Human Body Big Question Discussion Board Prompt
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            Lesson 1 Body Organization Teacher Support
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            How Is Your Body Organized? Inquiry Warm-Up Teacher Support
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            Body Organization After the Inquiry Warm-Up Teacher Support
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            Observing Cells and Tissues Quick Lab Teacher Support
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            How Does Your Body Respond? Inquiry Warm-Up Teacher Support
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            A Look Beneath the Skin Directed Inquiry Teacher Support
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            Working Together, Act I Quick Lab Teacher Support
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            Working Together, Act II Quick Lab Teacher Support
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            Out of Balance Inquiry Warm-Up Teacher Support
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            Working to Maintain Balance Quick Lab Teacher Support
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            Chapter Test A Teacher Support
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            Bones, Muscles, and Skin Big Question Discussion Board Prompt
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            Joints Virtual Lab Teacher Support
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            The Skeleton Quick Lab Teacher Support
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            Fighting Disease Big Question Discussion Board Prompt
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            Vaccines and Populations Virtual Lab Teacher Support
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            The Endocrine System and Reproduction Big Question Discussion Board Prompt
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            Lesson 2 The Male and Female Reproductive Systems Teacher Support
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            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            Chapter Test A Teacher Support
              Intended Role: Instructor

            Chapter Test B Teacher Support
              Intended Role: Instructor

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