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A Correlation of
Interactive Science ©2016
To the
Minnesota Academic Standards
in Science
Grades 6-8
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
2
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Table of Contents
GRADE 6 ................................................................................................................................................. 4
GRADE 7 ............................................................................................................................................... 15
GRADE 8 ............................................................................................................................................... 30
Copyright ©2016 Pearson Education, Inc. or its affiliate(s). All rights reserved.
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
3
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Introduction
The following document demonstrates how Interactive Science ©2016, Grades 6-8, supports the
Minnesota Academic Standards in Science. Correlation references are to the Student Edition,
Teacher Edition, and online Quest/STEMQuest and Performance Expectation activities.
Interactive Science is a middle school science program composed of twelve student modules
spanning life, earth, physical, and nature topics that makes learning personal, engaging, and
relevant for today’s student. Interactive Science features an innovative Write-in Student Edition that
enables students to become active participants in their learning and truly connect the Big Ideas of
science to their world.
Online Quests and STEMQuests are problem-based learning activities designed to support all three
parts of the Next Generation Science Standards framework (Disciplinary Core Ideas, Cross-Cutting
Concepts, and Science and Engineering Practices) by diving deep into real world topics at each grade
level. A focus on the Science and Engineering Practices ensure your students can apply what they
have learned to new situations and new content.
Online Performance Expectation Activities are designed to meet specific NGSS Performance
Expectations and support the associated DCI, CCC, and SEPs.
Interactive Science Modules Quest/ STEMQuest Activities
Science and Technology Testing, Testing…1, 2, 3
Earth’s Structure To Hike or Not to Hike
Earth’s Surface The Big Fossil Hunt
Water and the Atmosphere Shrinking Your Carbon Footprint
Astronomy and Space Science Searching for a Star
Ecology and the Environment To Cross or Not to Cross
Cells and Heredity Funky Fruit
The Diversity of Life Construction without Destruction
Human Body Systems Peak Performance Plan
Introduction to Chemistry Hot and Cool Chemistry
Forces and Energy Keep Hot Liquids Hot
Sound and Light Design to Stop a Thief
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
4
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
GRADE 6
1. The Nature of Science and Engineering
2. The Practice of Engineering
1. Engineers create, develop and manufacture machines, structures, processes and systems that
impact society and may make humans more productive.
6.1.2.1.1 Identify a common engineered system
and evaluate its impact on the daily life of
humans. For example: Refrigeration, cell
phone, or automobile.
Science and Technology
SE/TE:
Chapter 4: Technology and Engineering 112
Lesson 4: Engineering 140-145
Inquiry Warm-Up: What Is engineering? 140
Quick Lab: Designing a Solution 141
Quick Lab: Branches of Engineering 143
Quick Lab: Advances in Transportation 145
TE Only:
After the Inquiry Warm-Up: What Is
engineering? 145A
6.1.2.1.2 Recognize that there is no perfect
design and that new technologies have
consequences that may increase some risks
and decrease others. For example: Seat belts
and airbags.
Science and Technology
SE/TE:
Chapter 4: Technology and Engineering 112
Lesson 2: Technological Design 124-131
Inquiry Warm-Up: Why Redesign? 124
Quick Lab: Watch Ideas Take Off 131
TE Only:
After the Inquiry Warm-Up: Why Redesign?
131A
6.1.2.1.3 Describe the trade-offs in using
manufactured products in terms of features,
performance, durability and cost.
Science and Technology
SE/TE:
Chapter 4: Technology and Engineering 112
Lesson 4.2 – Apply It! 128
Lesson 3: Technology and Society 132-139
6.1.2.1.4 Explain the importance of learning
from past failures, in order to inform future
designs of similar products or systems. For
example: Space shuttle or bridge design.
Science and Technology
SE/TE:
Chapter 4: Technology and Engineering 112
Lesson 2: Technological Design 124-131
Inquiry Warm-Up: Why Redesign? 124
Quick Lab: Watch Ideas Take Off 131
TE Only:
After the Inquiry Warm-Up: Why Redesign?
131A
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
5
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
2. Engineering design is the process of devising products, processes and systems that address a
need, capitalize on an opportunity, or solve a specific problem.
6.1.2.2.1 Apply and document an engineering
design process that includes identifying criteria
and constraints, making representations,
testing and evaluation, and refining the design
as needed to construct a product or system to
solve a problem. For example: Investigate how
energy changes from one form to another by
designing and constructing a simple roller
coaster for a marble.
Science and Technology
SE/TE:
Chapter 4: Technology and Engineering 112
Quick Lab: Investigating a Technological System
123
3. Interactions Among Science, Technology, Engineering, Mathematics and Society
1. Designed and natural systems exist in the world. These systems consist of components that act
within the system and interact with other systems.
6.1.3.1.1 Describe a system in terms of its
subsystems and parts, as well as its inputs,
processes and outputs.
Science and Technology
SE/TE:
Chapter 3: The Tools of Science 66
Lesson 4: Models as Tools in Science 92-99
Inquiry Warm-Up: Scale Models 92
Quick Lab: Making Models 93
Quick Lab: Systems 95
Quick Lab: Models in Nature 99
TE Only:
After the Inquiry Warm-Up: Scale Models 99A
6.1.3.1.2 Distinguish between open and closed
systems. For example: Compare mass before
and after a chemical reaction that releases a
gas in sealed and open plastic bags.
Introduction to Chemistry
SE/TE:
Chapter 5: Chemical Reactions 158
Lesson 2: Describing Chemical Reactions 170-
181
Inquiry Warm-Up: Did You Lose Anything? 170
Quick Lab: Information in a Chemical Equation
173
Quick Lab: Is Matter Conserved? 179
Quick Lab: Categories of Chemical Reactions
181
TE Only:
After the Inquiry Warm-Up: Did You Lose
Anything? 181A
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
6
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
4. Current and emerging technologies have enabled humans to develop and use models to
understand and communicate how natural and designed systems work and interact.
6.1.3.4.1 Determine and use appropriate safe
procedures, tools, measurements, graphs, and
mathematical analyses to describe and
investigate natural and designed systems in a
physical science context.
Science and Technology
SE/TE:
Chapter 3: The Tools of Science 66
Lesson 5: Safety in the Science Laboratory 100-
105
Explain why preparation is important in
carrying out Inquiry Warm-Up: Where Is the
Safety Equipment in Your School? 100
Quick Lab: Be Prepared 104
Quick Lab: Just In Case 105
TE Only:
After the Inquiry Warm-Up: Where Is the Safety
Equipment in Your School? 105A
6.1.3.4.2 Demonstrate the conversion of units
within the International System of Units (S.I. or
metric) and estimate the magnitude of
common objects and quantities using metric
units.
Science and Technology
SE/TE:
Chapter 3: The Tools of Science 66
Lesson 1: Measurement—A Common Language
70-79
Inquiry Warm-Up: History of Measurement 70
Quick Lab: How Many Shoes? 71
Quick Lab: Measuring Length in Metric 79
TE Only:
After the Inquiry Warm-Up: History of
Measurement 79A
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
7
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
2. Physical Science
1. Matter
1. Pure substances can be identified by properties which are independent of the sample of the
substance and the properties can be explained by a model of matter that is composed of small
particles.
6.2.1.1.1 Explain density, dissolving,
compression, diffusion and thermal expansion
using the particle model of matter.
Science and Technology
SE/TE:
Chapter 3: The Tools of Science 66
Lesson 1: Measurement—A Common Language
70-79
Lesson 3: Graphs in Science 88-91
Quick Lab: Density Graphs 91
Introduction to Chemistry
SE/TE:
Chapter 1: Introduction to Matter 1
Lesson 3: Measuring Matter 14-19
Inquiry Warm-Up: Which Has More Mass? 14
Quick Lab: Calculating Volume 17
Quick Lab: Making Sense of Density 19
TE Only:
After the Inquiry Warm-Up: Which Has More
Mass? 19A
2. Substances can undergo physical changes which do not change the composition or the total
mass of the substance in a closed system.
6.2.1.2.1 Identify evidence of physical changes,
including changing phase or shape, and
dissolving in other materials.
Introduction to Chemistry
SE/TE:
Chapter 6: Acids, Bases, and Solutions 194
Lesson 2: Concentration and Solubility 204-211
Inquiry Warm-Up: Does It Dissolve? 204
Quick Lab: Measuring Concentration 206
Quick Lab: Predicting Rates of Solubility 211
TE Only:
After the Inquiry Warm-Up: Does It Dissolve?
211A
6.2.1.2.2 Describe how mass is conserved
during a physical change in a closed system.
For example: The mass of an ice cube does not
change when it melts.
Introduction to Chemistry
SE/TE:
Chapter 1: Introduction to Matter
Lesson 4: Changes in Matter 20-29
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
8
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
6.2.1.2.3 Use the relationship between heat and
the motion and arrangement of particles in
solids, liquids and gases to explain melting,
freezing, condensation and evaporation.
Introduction to Chemistry
SE/TE:
Chapter 2: Solids, Liquids, and Gases 36
Lesson 2: Changes of State 48-55
Inquiry Warm-Up: What Happens when You
Breathe on a Mirror? 48
Quick Lab: Melting Ice 50
Quick Lab: Keeping Cool 52
Quick Lab: Observing Sublimation 55
TE Only:
After the Inquiry Warm-Up: What Happens
when You Breathe on a Mirror? 55A
2. Motion
1. The motion of an object can be described in terms of speed, direction and change of position.
6.2.2.1.1 Measure and calculate the speed of an
object that is traveling in a straight line.
Forces and Energy
SE/TE:
Chapter 1: Motion 1
Lesson 2: Speed and Velocity 8-15
Inquiry Warm-Up: How Fast and How Far? 8
Quick Lab: Stopping on a Dime 11
TE Only:
After the Inquiry Warm-Up: How Fast and How
Far? 15A
6.2.2.1.2 For an object traveling in a straight
line, graph the object’s position as a function of
time, and its speed as a function of time.
Explain how these graphs describe the object’s
motion
Forces and Energy
SE/TE:
Chapter 1: Motion 1
Lesson 2: Speed and Velocity 8-15
Inquiry Warm-Up: How Fast and How Far? 8
Quick Lab: Stopping on a Dime 11
Quick Lab: Velocity 13
Quick Lab: Motion Graphs 15
TE Only:
After the Inquiry Warm-Up: How Fast and How
Far? 15A
PEA:
Energy: PE-MS-PS32-1: 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.
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
9
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
2. Forces have magnitude and direction and affect the motion of objects.
6.2.2.2.1 Recognize that when the forces acting
on an object are balanced, the object remains
at rest or continues to move at a constant
speed in a straight line, and that unbalanced
forces cause a change in the speed or direction
of the motion of an object.
Forces and Energy
SE/TE:
Chapter 2: Forces 28
Lesson 1: The Nature of Force 32-35
Inquiry Warm-Up: Is the Force with You? 32
Quick Lab: What Is Force? 33
Quick Lab: Modeling Unbalanced Forces 35
TE Only:
After the Inquiry Warm-Up: Is the Force with
You? 35A
6.2.2.2.2 Identify the forces acting on an object
and describe how the sum of the forces affects
the motion of the object. For example: Forces
acting on a book on a table or a car on the
road.
Forces and Energy
SE/TE:
Chapter 2: Forces 28
Lesson 3: Newton's Laws of Motion 44-51
Inquiry Warm-Up: What Changes Motion? 44
Quick Lab: Around and Around 45
Quick Lab: Newton's Second Law 47
Quick Lab: Interpreting Illustrations 51
Lesson 4: Momentum 52-55
Inquiry Warm-Up: How Pushy Is a Straw? 52
Quick Lab: Colliding Cars 55
TE Only:
After the Inquiry Warm-Up: What Changes
Motion? 51A
After the Inquiry Warm-Up: How Pushy Is a
Straw? 55A
PEA:
Forces and Interactions: PE-MS-PS2-2: 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 Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
10
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
6.2.2.2.3 Recognize that some forces between
objects act when the objects are in direct
contact and others, such as magnetic, electrical,
and gravitational forces can act from a distance.
Forces and Energy
SE/TE:
Chapter 2: Forces 28
Lesson 2: Friction and Gravity 36-43
Inquiry Warm-Up: Observing Friction 36
Quick Lab: Sticky Sneakers 40
Quick Lab: Calculating 43
Chapter 6: Electricity 154
Lesson 1: Electric Charge and Static Electricity
158-165
Inquiry Warm-Up: Can You Move a Can Without
Touching It? 158
Quick Lab: Drawing Conclusions 160
Chapter 7: Magnetism and Electromagnetism
Lesson 1: What is Magnetism? 196-199
Inquiry Warm-Up: Natural Magnetism 199
Quick Lab: Magnetic Poles 199
TE Only:
After the Inquiry Warm-Up: Observing Friction
43A
After the Inquiry Warm-Up: Can You Move a
Can Without Touching It? 165A
Teacher Demo: Electric Field Exerts a Force 160
After the Inquiry Warm-Up: Natural Magnetism
199A
Build Inquiry: Attraction and Repulsion 198
6.2.2.2.4 Distinguish between mass and weight.
Introduction to Chemistry
SE/TE:
Chapter 1: Introduction to Matter 1
Lesson 3: Measuring Matter 14-19
Inquiry Warm-Up: Which Has More Mass? 14
Quick Lab: Calculating Volume 17
Quick Lab: Making Sense of Density 19
TE Only:
After the Inquiry Warm-Up: Which Has More
Mass? 19A
Forces and Energy
SE/TE:
Chapter 2: Forces 28
Lesson 2: Friction and Gravity 43
Quick Lab: Calculating 43
TE Only:
Teacher Demo: Measuring Mass and Weight 43
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
11
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
3. Energy
1. Waves involve the transfer of energy without the transfer of matter.
6.2.3.1.1 Describe properties of waves,
including speed, wavelength, frequency and
amplitude.
Sound and Light
SE/TE:
Chapter 1: Characteristics of Waves 1
Lesson 1: What Are Waves? 4-9
Inquiry Warm-Up: What Are Waves? 4
Quick Lab: What Causes Mechanical Waves? 6
Quick Lab: Three Types of Waves 9
Lesson 2: Properties of Waves 10-15
Inquiry Warm-Up: What Do Waves Look Like?
10
Quick Lab: Properties of Waves 13
Quick Lab: What Affects the Speed of a Wave?
15
TE Only:
After the Inquiry Warm-Up: What Are Waves?
9A
After the Inquiry Warm-Up: What Do Waves
Look Like? 15A
STEMQuest: Design to Stop a Thief
6.2.3.1.2 Explain how the vibration of particles
in air and other materials results in the transfer
of energy through sound waves.
Sound and Light
SE/TE:
Chapter 2: Sound 30
Lesson 1: The Nature of Sound 34-39
Inquiry Warm-Up: What Is Sound? 34
Quick Lab: Understanding Sound 36
Quick Lab: Ear to the Sound 39
TE Only:
After the Inquiry Warm-Up: What Is Sound? 39A
STEMQuest: Testing, Testing…1, 2, 3
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
12
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
6.2.3.1.3 Use wave properties of light to explain
reflection, refraction and the color spectrum.
Sound and Light
SE/TE:
Chapter 1: Characteristics of Waves 1
Lesson 3: Interactions of Waves 16-23
Inquiry Warm-Up: How Does a Ball Bounce? 16
Quick Lab: Making Waves 19
Quick Lab: Wave Interference 21
Quick Lab: Standing Waves 23
Chapter 4: Light 94
Lesson 2: Reflection and Mirrors 104-109
Inquiry Warm-Up: How Does Your Reflection
Wink? 104
Quick Lab: Observing 105
Quick Lab: Mirror Images 109
Lesson 3: Refraction and Lenses 110-117
Inquiry Warm-Up: Can You Make an Image
Appear? 110
Quick Lab: Bent Pencil 114
Quick Lab: Looking at Images 117
Lesson 4: Seeing Light 118-121
Inquiry Warm-Up: Can You See Everything with
One Eye? 118
Quick Lab: True Colors 121
TE Only:
After the Inquiry Warm-Up: How Does a Ball
Bounce? 23A
After the Inquiry Warm-Up: How Does Your
Reflection Wink? 109A
After the Inquiry Warm-Up: Can You Make an
Image Appear? 117A
After the Inquiry Warm-Up: Can You See
Everything with One Eye? 121A
STEMQuest: Design to Stop a Thief
PEA: Waves and Electromagnetic Radiation: PE-
MS-PS4-2: Develop and use model to describe
that waves are reflected, absorbed, or
transmitted through various materials.
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
13
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
2. Energy can be transformed within a system or transferred to other systems or the
environment.
6.2.3.2.1 Differentiate between kinetic and
potential energy and analyze situations where
kinetic energy is converted to potential energy
and vice versa.
Forces and Energy
SE/TE:
Chapter 4: Energy 104
Lesson 1: What is Energy? 108-113
Inquiry Warm-Up: How High Does a Ball
Bounce? 108
Quick Lab: Mass, Velocity, and Kinetic Energy
113
TE Only:
After the Inquiry Warm-Up: How High Does a
Ball Bounce? 113A
Enrich: The Come-Back Can 113E
PEA:
Energy: PE-MS-PS3-5: Construct, use, and
present arguments to support the claim that
when the kinetic energy of an object changes,
energy is transferred to or from the object.
Energy: PE-MS-PS3-2: Develop a model to
describe that when the arrangement of objects
interacting at a distance changes, different
amounts of potential energy are stored in the
system.
6.2.3.2.2 Trace the changes of energy forms,
including thermal, electrical, chemical,
mechanical or others as energy is used in
devices. For example: A bicycle, light bulb or
automobile.
Forces and Energy
SE/TE:
Chapter 4: Energy 104
Lesson 2: Forms of Energy 114-119
Inquiry Warm-Up: What Makes a Flashlight
Shine? 114
Quick Lab: Sources of Energy 119
TE Only:
After the Inquiry Warm-Up: What Makes a
Flashlight Shine? 119A
Review and Reinforce: Forms of Energy 119D
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
14
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
6.2.3.2.3 Describe how heat energy is
transferred in conduction, convection and
radiation.
Forces and Energy
SE/TE:
Chapter 5: Thermal Energy and Heat 132
Lesson 1: Temperature, Thermal Energy, and
Heat 136-139
Inquiry Warm-Up: How Cold Is the Water? 136
Quick Lab: Build Your Own Thermometer 137
Quick Lab: Temperature and Thermal Energy
139
Lesson 2: The Transfer of Heat 140-143
Inquiry Warm-Up: What Does It Mean to Heat
Up? 140
Quick Lab: Visualizing Convection Currents 143
Lesson 3: Thermal Properties 144-147
Inquiry Warm-Up: Thermal Properties 144
Quick Lab: Frosty Balloons 147
TE Only:
After the Inquiry Warm-Up: How Cold Is the
Water? 139A
After the Inquiry Warm-Up: What Does It Mean
to Heat Up? 143A
After the Inquiry Warm-Up: Thermal Properties
147A
STEMQuest: Keep Hot Liquids Hot
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
15
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
GRADE 7
1. The Nature of Science and Engineering
1. The Practice of Science
1. Science is a way of knowing about the natural world and is characterized by empirical criteria,
logical argument and skeptical review.
7.1.1.1.1 Understand that prior expectations
can create bias when conducting scientific
investigations. For example: Students often
continue to think that air is not matter, even
though they have contrary evidence from
investigations.
Science and Technology
SE/TE:
Chapter 1: What Is Science? 1
Lesson 2: Thinking Like a Scientist 10-17
Inquiry Warm-Up: How Keen Are Your Senses?
10
Quick Lab: Thinking Like a Scientist 13
Quick Lab: Using Scientific Thinking 17
TE Only:
After the Inquiry Warm-Up: How Keen Are Your
Senses? 17A
7.1.1.1.2 Understand that when similar
investigations give different results, the
challenge is to judge whether the differences
are significant, and if further studies are
required. For example: Use mean and range to
analyze the reliability of experimental results.
Science and Technology
SE/TE:
Chapter 1: What Is Science? 1
Lesson 3: Scientific Inquiry 18-27
Inquiry Warm-Up: What's Happening? 18
Quick Lab: Scientific Inquiry 20
Quick Lab: Keeping Flowers Fresh 26
Quick Lab: Theories and Laws 27
Chapter 3: The Tools of Science 66
Lesson 2: Mathematics and Science 80-87
TE Only:
After the Inquiry Warm-Up: What's Happening?
27A
2. Scientific inquiry uses multiple interrelated processes to investigate questions and propose
explanations about the natural world.
7.1.1.2.1 Generate and refine a variety of
scientific questions and match them with
appropriate methods of investigation, such as
field studies, controlled experiments, review of
existing work, and development of models.
Science and Technology
SE/TE:
Chapter 1: What is Science? 1
Lesson 3: Scientific Inquiry 18-27
Quick Lab: Scientific Inquiry 20
Chapter 3: The Tools of Science 66
Lesson 4: Models as Tools in Science 92-99
Inquiry Warm-Up: Scale Models 92
Quick Lab: Making Models 93
Quick Lab: Systems 95
Quick Lab: Models in Nature 99
TE Only:
After the Inquiry Warm-Up: Scale Models 99A
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
16
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
7.1.1.2.2 Plan and conduct a controlled
experiment to test a hypothesis about a
relationship between two variables, ensuring
that one variable is systematically manipulated,
the other is measured and recorded, and any
other variables are kept the same (controlled).
For example: The effect of various factors on
the production of carbon dioxide by plants.
Scientific experiments are conducted
throughout the program. In each lesson,
students have Quick Labs. In each chapter,
there is a broader Lab Investigation, and for
each module, there is a STEMQuest or Quest
activity and several Performance Expectation
Activities in which the student conducts
controlled experiments to test a hypothesis.
7.1.1.2.3 Generate a scientific conclusion from
an investigation, clearly distinguishing between
results (evidence) and conclusions
(explanation).
The Diversity of Life
SE/TE:
Chapter 2: Viruses, Bacteria, Protists, and Fungi
36
Lesson 2: Bacteria 46-55
Quick Lab: Drawing Conclusions 55
PEA:
Growth, Development, and Reproduction of
Organisms: PE-MS-LS1-4: Use arguments based
on empirical and 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.
Human Body Systems
PEA:
Structure, Function, and Information
Processing: PE-MS-LS1-3: Use arguments
supported by evidence for how the body is a
system of interacting subsystems composed of
groups of cells.
Introduction to Chemistry
SE/TE:
Chapter 5: Chemical Reactions 158
Lesson 1: Observing Chemical Change 162-169
Quick Lab: Where's the Evidence? 169
7.1.1.2.4 Evaluate explanations proposed by
others by examining and comparing evidence,
identifying faulty reasoning, and suggesting
alternative explanations.
Students have the opportunity to evaluate,
examine, compare, and discuss alternative
explanations in the Quick Lab activities for each
section.
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
17
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
3. Interactions Among Science, Technology, Engineering, Mathematics and Society
3. Current and emerging technologies have enabled humans to develop and use models to
understand and communicate how natural and designed systems work and interact.
7.1.3.4.1 Use maps, satellite images and other
data sets to describe patterns and make
predictions about natural systems in a life
science context. For example: Use online data
sets to compare wildlife populations or water
quality in regions of Minnesota.
Ecology and the Environment
SE/TE:
Chapter 2: Ecosystems and Biomes
Lesson 3: Biomes 58-67
Inquiry Warm-Up: How Much Rain is That? 58
Do the Math! Biome Climates 66
Lesson 2.3 - Apply It! 67
Quick Lab: Inferring Forest Climates 67
Quick Lab: Dissolved Oxygen 71
Lesson 5: Biogeography 72-75
Quick Lab: Relating Continental Drift to
Dispersal 75
Lesson 4.1 – Apply It! 132
Lesson 4.5 – Apply It! 162
TE Only:
After the Inquiry Warm-Up: How Much Rain is
That? 67A
Enrich: Biomes 67E
Enrich: Organisms and Continental Drift 75E
STEMQuest: To Cross or Not to Cross
Cells and Heredity
TE Only:
Enrich: Sickle-Cell Allele and Malaria 145E
The Diversity of Life
SE/TE:
Lesson 2.1: Viruses - Apply It! 45
Lesson 7.4: Figure 5 – On the Move 277
TE Only:
Build Inquiry: Interpreting Data on
Gymnosperms 97
21st Century Learning: Information Literacy 277
A Correlation of Interactive Science ©2016 to the
Minnesota Academic Standards in Science, Grades 6-8
18
SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
Minnesota
Academic Standards in Science
Interactive Science
©2016
7.1.3.4.2 Determine and use appropriate safety
procedures, tools, measurements, graphs and
mathematical analyses to describe and
investigate natural and designed systems in a
life science context.
Science and Technology
SE/TE:
Chapter 3: The Tools of Science 66
Lesson 5: Safety in the Science Laboratory 100-
105
Inquiry Warm-Up: Where Is the Safety
Equipment in Your School? 100
Quick Lab: Be Prepared 104
Quick Lab: Just In Case 105
TE Only:
After the Inquiry Warm-Up: Where Is the Safety
Equipment in Your School? 105A
2. Physical Science
1. Matter
1. The idea that matter is made up of atoms and molecules provides the basis for understanding
the properties of matter.
7.2.1.1.1 Recognize that all substances are
composed of one or more of approximately
one hundred elements and that the periodic
table organizes the elements into groups with
similar properties.
Introduction to Chemistry
SE/TE:
Chapter 3: Elements and the Periodic Table 68
Lesson 1: Introduction to Atoms 72-79
Inquiry Warm-Up: What's in the Box? 72
Quick Lab: Visualizing an Electron Cloud 76
Quick Lab: How Far Away Is the Electron? 79
Lesson 2: Organizing the Elements 80-87
Inquiry Warm-Up: Which Is Easier? 80
Quick Lab: Classifying 82
Quick Lab: Using the Periodic Table 85
Quick Lab: Expanding the Periodic Table 87
Chapter 4: Atoms and Bonding 120
Lesson 1: Atoms, Bonding, and the Periodic
Table 124-129
Inquiry Warm-Up: What Are the Trends in the
Periodic Table? 124
Quick Lab: Element Chemistry 129
TE Only:
After the Inquiry Warm-Up: What's in the Box?
79A
After the Inquiry Warm-Up: Which Is Easier?
87A
After the Inquiry Warm-Up: What Are the
Trends in the Periodic Table? 129A
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7.2.1.1.2 Describe the differences between
elements and compounds in terms of atoms
and molecules.
Introduction to Chemistry
SE/TE:
Chapter 1: Introduction to Matter 1
Lesson 1: Classifying Matter 8-13
Quick Lab: Modeling Atoms and Molecules 11
7.2.1.1.3 Recognize that a chemical equation
describes a reaction where pure substances
change to produce one or more pure
substances whose properties are different from
the original substance(s).
Introduction to Chemistry
SE/TE:
Chapter 5: Chemical Reactions 158
Lesson 2: Describing Chemical Reactions 170-
181
Inquiry Warm-Up: Did You Lose Anything? 170
Quick Lab: Information in a Chemical Equation
173
Quick Lab: Is Matter Conserved? 179
Quick Lab: Categories of Chemical Reactions
181
TE Only:
After the Inquiry Warm-Up: Did You Lose
Anything? 181A
4. Life Science
1. Structure and Function of Living Systems
1. Tissues, organs and organ systems are composed of cells and function to serve the needs of all
cells for food, air and waste removal.
7.4.1.1.1 Recognize that all cells do not look
alike and that specialized cells in multicellular
organisms are organized into tissues and
organs that perform specialized functions. For
example: Nerve cells and skin cells do not look
the same because they are part of different
organs and have different functions.
Cells and Heredity
SE/TE:
Chapter 1: Introduction to Cells
Lesson 1: Discovering Cells 4-11
Inquiry Warm-Up: What Can You See? 4
Quick Lab: Comparing Cells 5
Quick Lab: Observing Cells 7
Lesson 2: Looking Inside Cells 12-21
Inquiry Warm-Up: How Large are Cells? 12
Quick Lab: Gelatin Cell Model 19
Quick Lab: Tissues, Organs, Systems 21
TE Only:
After the Inquiry Warm-Up: What Can You See?
11A
After the Inquiry Warm-Up: How Large are
Cells? 121A
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Interactive Science
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7.4.1.1.2 Describe how the organs in the
respiratory, circulatory, digestive, nervous, skin
and urinary systems interact to serve the needs
of vertebrate organisms.
The Diversity of Life
SE/TE:
Chapter 6: Obtaining Energy 202
Lesson 2: How Animals Obtain Oxygen 216-223
Inquiry Warm-Up: How Does Water Flow Over a
Fish's Gills? 216
Quick Lab: How Do Animals Get Oxygen? 218
Quick Lab: Comparing Respiratory Systems 223
Lesson 3: Circulation and Excretion 224-233
Inquiry Warm-Up: Getting Oxygen 224
Quick Lab: Comparing Circulatory Systems 227
Quick Lab: Double-Loop Circulation 230
Quick Lab: Modeling a Kidney 233
TE Only:
After the Inquiry Warm-Up: How Does Water
Flow Over a Fish's Gills? 223A
After the Inquiry Warm-Up: Getting Oxygen
233A
Human Body Systems
SE/TE:
Chapter 7: The Nervous System 210
Lesson 1: How the Nervous System Works 214-
219
Inquiry Warm-Up: How Simple Is a Simple Task?
214
Quick Lab: Ready or Not! 216
Quick Lab: Modeling a Neuron 218
Quick Lab: Getting the Message Across 219
TE Only:
After the Inquiry Warm-Up: How Simple Is a
Simple Task? 219A
Quest: Peak Performance Plan
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Interactive Science
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2. All living organisms are composed of one or more cells which carry on the many functions
needed to sustain life.
7.4.1.2.1 Recognize that cells carry out life
functions, and that these functions are carried
out in a similar way in all organisms, including,
animals, plants, fungi, bacteria and protists.
Cells and Heredity
SE/TE:
Chapter 2: Cell Processes and Energy
Lesson 1: Photosynthesis 44-49
Inquiry Warm-Up: Where Does the Energy
Come from? 44
Quick Lab: Energy from the Sun 46
Quick Lab: Looking at Pigments 49
Lesson 2: Cellular Respiration 50-55
Inquiry Warm-Up: Cellular Respiration 50
Quick Lab: Exhaling Carbon Dioxide 53
Quick Lab: Observing Fermentation 55
TE Only:
After the Inquiry Warm-Up: Where Does the
Energy Come from? 49A
After the Inquiry Warm-Up: Cellular Respiration
55A
7.4.1.2.2 Recognize that cells repeatedly divide
to make more cells for growth and repair.
Cells and Heredity
SE/TE:
Chapter 2: Cell Processes and Energy
Lesson 3: Cell Division 56-63
Inquiry Warm-Up: What Are the Yeast Cells
Doing? 56
Quick Lab: Observing Mitosis 57
Quick Lab: Modeling Mitosis 63
TE Only:
After the Inquiry Warm-Up: What Are the Yeast
Cells Doing? 63A
7.4.1.2.3 Use the presence of the cell wall and
chloroplasts to distinguish between plant and
animal cells. For example: Compare
microscopic views of plant cells and animal
cells.
Cells and Heredity
SE/TE:
Chapter 1: Introduction to Cells 1
Quick Lab: Comparing Cells 5
Lesson 2: Looking Inside Cells 12-21
Quick Lab: Gelatin Cell Model 19
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2. Interdependence Among Living Systems
1. Natural systems include a variety of organisms that interact with one another in several ways.
7.4.2.1.1 Identify a variety of populations and
communities in an ecosystem and describe the
relationships among the populations and
communities in a stable ecosystem.
Ecology and the Environment
SE/TE:
Chapter 1: Populations and Communities 1
How do living things affect one another?
Lesson 1: Living Things and the Environment 4-
9
Inquiry Warm-Up: What's in the Scene? 4
Quick Lab: Organisms and Their Habitats 5
Quick Lab: World in a Bottle 7
Quick Lab: Organizing an Ecosystem 9
Lesson 2: Populations 10-17
Inquiry Warm-Up: Populations 10
Quick Lab: Growing and Shrinking 14
Quick Lab: Elbow Room 17
TE Only:
After the Inquiry Warm-Up: What's in the
Scene? 9A
After the Inquiry Warm-Up: Populations 17A
STEMQuest: To Cross or Not to Cross
7.4.2.1.2 Compare and contrast the roles of
organisms within the following relationships:
predator/prey, parasite/host, and
producer/consumer/decomposer.
Ecology and the Environment
SE/TE:
Chapter 1: Populations and Communities 1
Lesson 3: Interactions Among Living Things 18-
27
Inquiry Warm-Up: Can You Hide a Butterfly? 18
Quick Lab: Adaptations for Survival 20
Quick Lab: Competition and Predation 24
Quick Lab: Types of Symbiosis 27
TE Only:
After the Inquiry Warm-Up: Can You Hide a
Butterfly? 27A
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7.4.2.1.3 Explain how the number of
populations an ecosystem can support
depends on the biotic resources available as
well as abiotic factors such as amount of light
and water, temperature range and soil
composition.
Ecology and the Environment
SE/TE:
Chapter 1: Populations and Communities
Lesson 1: Living Things and the Environment 4-
9
Lab Investigation: World in a Bottle 7
Lesson 2: Populations 10-17
Quick Lab: Growing and Shrinking 14
Quick Lab: Elbow Room 17
Lesson 3: Interactions Among Living Things 18-
27
Lesson 4: Changes in Communities 28-31
Inquiry Warm-Up: How Communities Change
28
TE Only:
Review and Reinforce – Interactions Among
Living Things 27E
Enrich – Analyzing Interactions Among
Organisms 27F
After the Inquiry Warm-Up: How Communities
Change 31A
Review and Reinforce – Changes in
Communities 31D
Enrich – From Pond to Forest 31E
2. The flow of energy and the recycling of matter are essential to a stable ecosystem.
7.4.2.2.1 Recognize that producers use the
energy from sunlight to make sugars from
carbon dioxide and water through a process
called photosynthesis. This food can be used
immediately, stored for later use, or used by
other organisms.
Cells and Heredity
SE/TE:
Chapter 2: Cell Processes and Energy
Lesson 1: Photosynthesis 44-49
Inquiry Warm-Up: Where Does the Energy
Come from? 44
Quick Lab: Energy from the Sun 46
Quick Lab: Looking at Pigments 49
TE Only:
After the Inquiry Warm-Up: Where Does the
Energy Come from? 49A
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7.4.2.2.2 Describe the roles and relationships
among producers, consumers, and
decomposers in changing energy from one
form to another in a food web within an
ecosystem.
Ecology and the Environment
SE/TE:
Chapter 2: Ecosystems and Biomes 38
How do energy and matter move through
ecosystems?
Lesson 1: Energy Flow in Ecosystems 42-49
Inquiry Warm-Up: Where Did Your Dinner
Come From? 42
Quick Lab: Observing Decomposition 45
Quick Lab: Ecosystem Food Chains 49
TE Only:
After the Inquiry Warm-Up: Where Did Your
Dinner Come From? 49A
7.4.2.2.3 Explain that the total amount of
matter in an ecosystem remains the same as it
is transferred between organisms and their
physical environment, even though its form and
location change. For example: Construct a food
web to trace the flow of matter in an
ecosystem.
Ecology and the Environment
SE/TE:
Chapter 2: Ecosystems and Biomes 38
Lesson 2: Cycles of Matter 50-57
PEA:
Matter and Energy in Organisms and
Ecosystem: PE-MS-LS2-3: Develop a model to
describe the cycling of matter and flow of
energy among living and nonliving parts of an
ecosystem.
3. Evolution in Living Systems
1. Reproduction is a characteristic of all organisms and is essential for the continuation of a
species. Hereditary information is contained in genes which are inherited through asexual or
sexual reproduction.
7.4.3.1.1 Recognize that cells contain genes and
that each gene carries a single unit of
information that either alone, or with other
genes, determines the inherited traits of an
organism.
Cells and Heredity
SE/TE:
Chapter 3: Genetics: The Science of Heredity
Lesson 1: What Is Heredity? 74-79
Inquiry Warm-Up: What Does the Father Look
Like? 74
Quick Lab: Observing Pistils and Stamens 76
Quick Lab: Inferring the Parent Generation 79
TE Only:
After the Inquiry Warm-Up: What Does the
Father Look Like? 79A
Quest: Funky Fruit
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Interactive Science
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7.4.3.1.2 Recognize that in asexually
reproducing organisms all the genes come
from a single parent, and that in sexually
reproducing organisms about half of the genes
come from each parent.
The Diversity of Life
SE/TE:
Chapter 7: Animal Reproduction and Behavior
240
Lesson 1: Animal Reproduction and Fertilization
244-251
Inquiry Warm-Up: Making More 244
Quick Lab: Types of Reproduction 249
Quick Lab: Types of Fertilization 251
TE Only:
After the Inquiry Warm-Up: Making More 251A
Quest: Construction Without Destruction
Cells and Heredity
PEA: Growth, Development, and Reproduction
of Organisms: MS-LS3-2: 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.
Quest: Funky Fruit
7.4.3.1.3 Distinguish between characteristics of
organisms that are inherited and those
acquired through environmental influences.
Cells and Heredity
SE/TE:
Chapter 3: Genetics: The Science of Heredity
Lesson 3: Patterns of Inheritance 86-91
Inquiry Warm-Up: Observing Traits 86
Quick Lab: Patterns of Inheritance 88
Quick Lab: Is It All in the Genes? 91
TE Only:
After the Inquiry Warm-Up: Observing Traits
91A
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2. Individual organisms with certain traits in particular environments are more likely than others
to survive and have offspring.
7.4.3.2.1 Explain how the fossil record
documents the appearance, diversification and
extinction of many life forms.
Earth's Surface
SE/TE:
Chapter 4: A Trip Through Geologic Time 100
Lesson 1: Fossils 104-109
Inquiry Warm-Up: What's in a Rock? 104
Quick Lab: Sweet Fossils 105
Quick Lab: Modeling Trace Fossils 107
Quick Lab: Modeling the Fossil Record 109
TE Only:
After the Inquiry Warm-Up: What's in a Rock?
109A
Cells and Heredity
PEA:
Natural Selection and Adaptations: MS-LS4-1:
Analyze and interpret data for patterns in the
fossil record that document the existence,
diversity, extinction, and change of life forms
throughout the history of life on Earth under
the assumption that natural laws operate today
as in the past.
7.4.3.2.2 Use internal and external anatomical
structures to compare and infer relationships
between living organisms as well as those in
the fossil record.
Cells and Heredity
SE/TE:
Chapter 6: Change Over Time 163
Lesson 2: Evidence of Evolution 176-179
TE Only:
Build Inquiry: Observe Similar Species 178
Differentiated Instruction – L1, L3 179
Review and Reinforce - Evidence of Evolution
179D
PEA:
Natural Selection and Adaptations: MS-LS4-2:
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.
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7.4.3.2.3 Recognize that variation exists in every
population and describe how a variation can
help or hinder an organism’s ability to survive.
Cells and Heredity
SE/TE:
Chapter 6: Change Over Time 163
Lesson 1: Darwin’s Theory 166-175
Inquiry Warm-Up: How Do Living Things Vary?
166
Lab Investigation: Nature at Work 175
TE Only:
Build Inquiry: Observe Favorable Traits 173
After the Inquiry Warm-Up: How Do Living
Things Vary? 175A
PEA:
Natural Selection and Adaptations: MS-LS4-4:
Construct an explanation based on evidence
that describes how genetic variations of traits in
the population increase some individuals'
probability of surviving and reproducing in a
specific environment.
7.4.3.2.4 Recognize that extinction is a common
event and it can occur when the environment
changes and a population's ability to adapt is
insufficient to allow its survival.
Ecology and the Environment
SE/TE:
Lesson 3.4: Extinction of Species 113
TE Only:
Address Misconceptions: Newly Extinct Species
112
Differentiated Instruction – L3 113
4. Human Interactions with Living Systems
1. Human activity can change living organisms and ecosystems.
7.4.4.1.1 Describe examples where selective
breeding has resulted in new varieties of
cultivated plants and particular traits in
domesticated animals.
Cells and Heredity
SE/TE:
Chapter 5: Human Genetics and Genetic
Technology
Lesson 3: Advances in Genetics 146-151
Quick Lab: Selective Breeding 151
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7.4.4.1.2 Describe ways that human activities
can change the populations and communities
in an ecosystem.
Ecology and the Environment
SE/TE:
Chapter 1: Populations and Communities 1
Lesson 4: Changes in Communities 28-31
Inquiry Warm-Up: How Communities Change
28
Quick Lab: Primary or Secondary 31
TE Only:
After the Inquiry Warm-Up: How Communities
Change 31A
STEMQuest: To Cross or Not to Cross
2. Human beings are constantly interacting with other organisms that cause disease.
7.4.4.2.1 Explain how viruses, bacteria, fungi
and parasites may infect the human body and
interfere with normal body functions.
The Diversity of Life
SE/TE:
Chapter 2: Viruses, Bacteria, Protists, and Fungi
36
Lesson 1: Viruses 40-45
Inquiry Warm-Up: Which Lock Does the Key Fit?
40
Quick Lab: How Many Viruses Fit on a Pin? 43
Quick Lab: How Viruses Spread 45
TE Only:
After the Inquiry Warm-Up: Which Lock Does
the Key Fit? 45A
Human Body Systems
SE/TE:
Chapter 6: Fighting Disease 166
Lesson 1: Infectious Disease 170-177
Inquiry Warm-Up: The Agents of Disease 170
Quick Lab: How Do Pathogens Cause Disease?
173
Quick Lab: How Does a Disease Spread? 177
TE Only:
After the Inquiry Warm-Up: The Agents of
Disease 177A
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7.4.4.2.2 Recognize that a microorganism can
cause specific diseases and that there are a
variety of medicines available that can be used
to combat a given microorganism.
Human Body Systems
SE/TE:
Chapter 6: Fighting Disease 166
Lesson 1: Infectious Disease 170-177
Inquiry Warm-Up: The Agents of Disease 170
Quick Lab: How Do Pathogens Cause Disease?
173
Quick Lab: How Does a Disease Spread? 177
Lesson 4: Infections Disease and Your Health
190-195
Quick Lab: What Substances Can Kill
Pathogens? 195
TE Only:
After the Inquiry Warm-Up: The Agents of
Disease 177A
7.4.4.2.3 Recognize that vaccines induce the
body to build immunity to a disease without
actually causing the disease itself.
Human Body Systems
SE/TE:
Chapter 6: Fighting Disease 166
Lesson 4: Infectious Disease and Your Health
190-195
Inquiry Warm-Up: Types of Immunity 190
Quick Lab: Modeling Active and Passive
Immunity 193
Quick Lab: What Substances Can Kill
Pathogens? 195
TE Only:
After the Inquiry Warm-Up: Types of Immunity
195A
Enrich – Testing a Vaccine 195E
7.4.4.2.4 Recognize that the human immune
system protects against microscopic organisms
and foreign substances that enter from outside
the body and against some cancer cells that
arise from within.
Human Body Systems
SE/TE:
Chapter 6: Fighting Disease 166
Lesson 2: The Body's Defenses 178-185
Inquiry Warm-Up: Which Pieces Fit Together?
178
Quick Lab: The Skin as a Barrier 180
Quick Lab: Stuck Together 185
TE Only:
After the Inquiry Warm-Up: Which Pieces Fit
Together? 185A
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GRADE 8
1. The Nature of Science and Engineering
1. The Practice of Science
1. Science is a way of knowing about the natural world and is characterized by empirical criteria,
logical argument and skeptical review.
8.1.1.1.1 Evaluate the reasoning in arguments
in which fact and opinion are intermingled or
when conclusions do not follow logically from
the evidence given. For example: Evaluate the
use of pH in advertising products such as body
care and gardening.
Science and Technology
SE/TE:
Chapter 1: What Is Science? 1
Lesson 2: Thinking Like a Scientist 10-17
Inquiry Warm-Up: How Keen Are Your Senses?
10
Quick Lab: Thinking Like a Scientist 13
Quick Lab: Using Scientific Thinking 17
Chapter 2: Science, Society, and You 34
Lesson 2: Scientific Literacy 42-47
Inquiry Warm-Up: Posing Questions 42
Quick Lab: Scientific Literacy Survey 43
Quick Lab: Analyzing Claims 45
Quick Lab: Sources of Information 47
TE Only:
After the Inquiry Warm-Up: How Keen Are Your
Senses? 17A
After the Inquiry Warm-Up: Posing Questions
47A
2. Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are
used to pose questions about the natural and engineered world and investigate phenomena.
8.1.1.2.1 Use logical reasoning and imagination
to develop descriptions, explanations,
predictions and models based on evidence.
Science and Technology
SE/TE:
Chapter 1: What Is Science? 1
Lesson 3: Scientific Inquiry 18-27
Inquiry Warm-Up: What's Happening? 18
Quick Lab: Scientific Inquiry 20
Quick Lab: Keeping Flowers Fresh 26
Quick Lab: Theories and Laws 27
Chapter 3: The Tools of Science 66
Lesson 4: Models as Tools in Science 92-99
Inquiry Warm-Up: Scale Models 92
Quick Lab: Making Models 93
Quick Lab: Systems 95
Quick Lab: Models in Nature 99
TE Only:
After the Inquiry Warm-Up: What's Happening?
27A
After the Inquiry Warm-Up: Scale Models 99A
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3. Interactions Among Science, Technology, Engineering, Mathematics and Society
2. Men and women throughout the history of all cultures, including Minnesota American Indian
tribes and communities, have been involved in engineering design and scientific inquiry.
8.1.3.2.1 Describe examples of important
contributions to the advancement of science,
engineering and technology made by
individuals representing different groups and
cultures at different times in history.
Science and Technology
SE/TE:
Chapter 2: Science, Society, and You 34
Lesson 3: Scientists and Society 48-51
Inquiry Warm-Up: What Do Scientists Do? 48
Quick Lab: Light Sources 51
TE Only:
After the Inquiry Warm-Up: What Do Scientists
Do? 51A
3. Science and engineering operate in the context of society and both influence and are influenced
by this context.
8.1.3.3.1 Explain how scientific laws and
engineering principles, as well as economic,
political, social, and ethical expectations, must
be taken into account in designing engineering
solutions or conducting scientific investigations.
Science and Technology
SE/TE:
Chapter 4: Technology and Engineering 112
Lesson 2: Technological Design 124-131
Inquiry Warm-Up: Why Redesign? 124
Quick Lab: Watch Ideas Take Off 131
TE Only:
After the Inquiry Warm-Up: Why Redesign?
131A
STEMQuest: Testing, Testing…1, 2, 3
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8.1.3.3.2 Understand that scientific knowledge
is always changing as new technologies and
information enhance observations and analysis
of data. For example: Analyze how new
telescopes have provided new information
about the universe.
Opportunities for meeting this standard are
provided in the following content:
Science and Technology
SE/TE:
Chapter 2: Science, Society, and You 34
Lesson 1: Why Study Science? 38-41
Inquiry Warm-Up: How Much Do You See or
Hear about Science? 38
Quick Lab: Using Science 41
Lesson 4: Careers in Science 52-59
Inquiry Warm-Up: What Do Scientists Look Like?
52
Quick Lab: Branches of Science 55
Quick Lab: Piecing Information Together 57
Quick Lab: Help Wanted 59
TE Only:
After the Inquiry Warm-Up: How Much Do You
See or Hear about Science? 41A
After the Inquiry Warm-Up: What Do Scientists
Look Like? 59A
Astronomy and Space Science
Quest: Searching for a Star
8.1.3.3.3 Provide examples of how advances in
technology have impacted how people live,
work and interact.
Science and Technology
SE/TE:
Chapter 4: Technology and Engineering 112
Lesson 3: Technology and Society 132-139
Inquiry Warm-Up: Technology Hunt 132
Quick Lab: Time-Saving Technology 133
Quick Lab: How Does Technology Affect your
Life? 136
Quick Lab: Considering Impacts 139
Lesson 4: Engineering 140-145
Inquiry Warm-Up: What Is Engineering? 140
Quick Lab: Designing a Solution 141
Quick Lab: Branches of Engineering 143
Quick Lab: Advances in Transportation 145
TE Only:
After the Inquiry Warm-Up: Technology Hunt
139A
After the Inquiry Warm-Up: What Is
Engineering? 145A
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4. Current and emerging technologies have enabled humans to develop and use models to
understand and communicate how natural and designed systems work and interact.
8.1.3.4.1 Use maps, satellite images and other
data sets to describe patterns and make
predictions about local and global systems in
Earth science contexts. For example: Use data
or satellite images to identify locations of
earthquakes and volcanoes, ocean surface
temperatures, or weather patterns.
Earth's Structure
SE/TE:
Chapter 4: Earthquakes 98
Lesson 3: Monitoring Earthquakes 118-123
Inquiry Warm-Up: How Can Seismic Waves Be
Detected? 118
Quick Lab: Design a Seismograph 120
Quick Lab: Earthquake Patterns 123
TE Only:
After the Inquiry Warm-Up: How Can Seismic
Waves Be Detected? 123A
Water and the Atmosphere
SE/TE:
Chapter 5: Climate and Climate Change 163
Lesson 1: What Causes Climate? 166-173
Inquiry Warm-Up: How Does Latitude Affect
Climate? 166
Quick Lab: Sunny Rays and Angles 171
Quick Lab: Inferring United States Precipitation
Patterns 173
TE Only:
After the Inquiry Warm-Up: How Does Latitude
Affect Climate? 173A
STEMQuest: Shrinking Your Carbon Footprint
8.1.3.4.2 Determine and use appropriate safety
procedures, tools, measurements, graphs and
mathematical analyses to describe and
investigate natural and designed systems in
Earth and physical science contexts.
Science and Technology
SE/TE:
Chapter 3: The Tools of Science 66
Lesson 5: Safety in the Science Laboratory 100-
105
Inquiry Warm-Up: Where Is the Safety
Equipment in Your School? 100
Quick Lab: Be Prepared 104
Quick Lab: Just In Case 105
TE Only:
After the Inquiry Warm-Up: Where Is the Safety
Equipment in Your School? 105A
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Interactive Science
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2. Physical Science
1. Matter
1. Pure substances can be identified by properties which are independent of the sample of the
substance and the properties can be explained by a model of matter that is composed of small
particles.
8.2.1.1.1 Distinguish between a mixture and a
pure substance and use physical properties
including color, solubility, density, melting point
and boiling point to separate mixtures and
identify pure substances.
Introduction to Chemistry
SE/TE:
Chapter 1: Introduction to Matter 1
Lesson 2: Classifying Matter 8-13
Inquiry Warm-Up: What Is a Mixture? 8
Quick Lab: Modeling Atoms and Molecules 11
Quick Lab: Separating Mixtures 13
TE Only:
After the Inquiry Warm-Up: What Is a Mixture?
13A
8.2.1.1.2 Use physical properties to distinguish
between metals and nonmetals.
Introduction to Chemistry
SE/TE:
Chapter 3: Elements and the Periodic Table 68
Lesson 3: Metals 88-95
Inquiry Warm-Up: Why Use Aluminum? 88
Quick Lab: Copper or Carbon? That Is the
Question 91
Quick Lab: Finding Metals 95
Lesson 4: Nonmetals and Metalloids 96-105
Inquiry Warm-Up: What Are the Properties of
Charcoal? 96
Quick Lab: Carbon—A Nonmetal 98
Quick Lab: Finding Nonmetals 105
TE Only:
After the Inquiry Warm-Up: Why Use
Aluminum? 95A
After the Inquiry Warm-Up: What Are the
Properties of Charcoal? 105A
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Academic Standards in Science
Interactive Science
©2016
2. Substances can undergo physical and chemical changes which may change the properties of
the substance but do not change the total mass in a closed system.
8.2.1.2.1 Identify evidence of chemical changes,
including color change, gas evolution, solid
formation and temperature change.
Introduction to Chemistry
SE/TE:
Chapter 5: Chemical Reactions 158
Lesson 1: Observing Chemical Change 162-169
Inquiry Warm-Up: What Happens When
Chemicals React? 162
Quick Lab: Observing Change 165
Quick Lab: Where's the Evidence? 169
TE Only:
After the Inquiry Warm-Up: What Happens
When Chemicals React? 169A
STEMQuest: Hot and Cool Chemistry
8.2.1.2.2 Distinguish between chemical and
physical changes in matter.
Introduction to Chemistry
SE/TE:
Chapter 1: Introduction to Matter 1
Lesson 4: Changes in Matter 20-29
Inquiry Warm-Up: Is a New Substance Formed?
20
Quick Lab: What is a Physical Change? 22
Chapter 5: Chemical Reactions 158
Lesson 1: Observing Chemical Change 162-169
Inquiry Warm-Up: What Happens When
Chemicals React? 162
Quick Lab: Observing Change 165
Quick Lab: Where's the Evidence? 169
TE Only:
Teacher Demo: Changing an Apple 22
Differentiated Instruction: L1, L3 23
After the Inquiry Warm-Up: Is a New Substance
Formed? 29A
Enrich: Is it Chemical or Physical? 29F
After the Inquiry Warm-Up: What Happens
When Chemicals React? 169A
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SE = Student Edition TE = Teacher’s Edition PEA = Performance Expectation Activity
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Academic Standards in Science
Interactive Science
©2016
8.2.1.2.3 Use the particle model of matter to
explain how mass is conserved during physical
and chemical changes in a closed system.
Introduction to Chemistry
SE/TE:
Chapter 5: Chemical Reactions 158
Lesson 2: Describing Chemical Reactions 170-
181
Identify three categories of chemical reactions.
Inquiry Warm-Up: Did You Lose Anything? 170
Quick Lab: Information in a Chemical Equation
173
Quick Lab: Is Matter Conserved? 179
Quick Lab: Categories of Chemical Reactions
181
TE Only:
After the Inquiry Warm-Up: Did You Lose
Anything? 181A
PEA:
Chemical Reactions: PE-MS-PS1-5: 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.
8.2.1.2.4 Recognize that acids are compounds
whose properties include a sour taste,
characteristic color changes with litmus and
other acid/base indicators, and the tendency to
react with bases to produce a salt and water.
Introduction to Chemistry
SE/TE:
Chapter 6: Acids, Bases, and Solutions 194
Lesson 3: Describing Acids and Bases 212-217
Inquiry Warm-Up: What Color Does Litmus
Paper Turn? 212
Quick Lab: Properties of Acids 214
Quick Lab: Properties of Bases 217
TE Only:
After the Inquiry Warm-Up: What Color Does
Litmus Paper Turn? 217A
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Interactive Science
©2016
3. Energy
1. Waves involve the transfer of energy without the transfer of matter.
8.2.3.1.1 Explain how seismic waves transfer
energy through the layers of the Earth and
across its surface.
Earth's Structure
SE/TE:
Chapter 4: Earthquakes 98
Lesson 2: Earthquakes and Seismic Waves 110-
117
Inquiry Warm-Up: How Do Seismic Waves
Travel through Earth? 110
Quick Lab: Properties of Seismic Waves 113
Quick Lab: Measuring Earthquakes 115
TE Only:
After the Inquiry Warm-Up: How Do Seismic
Waves Travel through Earth? 117A
3. Earth Science
1. Earth Structure and Processes
1. The movement of tectonic plates results from interactions among the lithosphere, mantle, and
core.
8.3.1.1.1 Recognize that the Earth is composed
of layers, and describe the properties of the
layers, including the lithosphere, mantle and
core.
Earth's Structure
SE/TE:
Chapter 1: Introducing Earth 1
Lesson 2: Earth's Interior 10-17
Inquiry Warm-Up: Earth's Interior 10
Quick Lab: How Do Scientists Find Out What's
Inside Earth? 11
Quick Lab: Build a Model of Earth 17
TE Only:
After the Inquiry Warm-Up: Earth's Interior 17A
8.3.1.1.2 Correlate the distribution of ocean
trenches, mid-ocean ridges and mountain
ranges to volcanic and seismic activity.
Earth's Structure
SE/TE:
Chapter 3: Plate Tectonics 72
Lesson 2: Sea-Floor Spreading 80-85
Inquiry Warm-Up: What Is the Effect of a
Change in Density? 80
Quick Lab: Mid-Ocean Ridges 81
Quick Lab: Reversing Poles 83
TE Only:
After the Inquiry Warm-Up: What Is the Effect of
a Change in Density? 85A
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Interactive Science
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8.3.1.1.3 Recognize that major geological
events, such as earthquakes, volcanic eruptions
and mountain building, result from the slow
movement of tectonic plates.
Earth's Structure
SE/TE:
Chapter 3: Plate Tectonics 72
Lesson 1: Drifting Continents 76-79
Inquiry Warm-Up: How Are Earth's Continents
Linked Together? 76
Quick Lab: Moving the Continents 79
Lesson 3: The Theory of Plate Tectonics 86-91
Inquiry Warm-Up: Plate Interactions 86
Quick Lab: Mantle Convection Currents 91
Chapter 5: Volcanoes 130
Lesson 1: Volcanoes and Plate Tectonics 134-
137
Inquiry Warm-Up: Moving Volcanoes 134
Quick Lab: Where Are Volcanoes Found on
Earth's Surface? 137
TE Only:
After the Inquiry Warm-Up: How Are Earth's
Continents Linked Together? 79A
After the Inquiry Warm-Up: Plate Interactions
91A
After the Inquiry Warm-Up: Moving Volcanoes
137A
STEMQuest: To Hike or Not to Hike
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Academic Standards in Science
Interactive Science
©2016
2. Landforms are the result of the combination of constructive and destructive processes.
8.3.1.2.1 Explain how landforms result from the
processes of crustal deformation, volcanic
eruptions, weathering, erosion and deposition
of sediment.
Earth's Structure
SE/TE:
Chapter 4: Earthquakes 99
Lesson 1: Forces in Earth’s Crust 102-109
Quick Lab: Modeling Stress 109
Chapter 5: Volcanoes 130
Lesson 3: Volcanic Landforms 146-151
Inquiry Warm-Up: How Do Volcanoes Change
Land? 146
Quick Lab: Identifying Volcanic Landforms 149
Quick Lab: How Can Volcanic Activity Change
Earth's Surface? 151
TE Only:
Teacher Demo: Modeling Synclines and
Anticlines 107
After the Inquiry Warm-Up: How Do Volcanoes
Change Land? 151A
Earth’s Surface
SE/TE:
Chapter 3: Erosion and Deposition 62
Lesson 4: Wave Erosion 86-69
Quick Lab: Shaping a Coastline 89
TE Only:
Review and Reinforce – Wave Erosion 89D
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Interactive Science
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8.3.1.2.2 Explain the role of weathering, erosion
and glacial activity in shaping Minnesota's
current landscape.
For supporting content, please see:
Earth's Surface
SE/TE:
Chapter 3: Erosion and Deposition 62
Lesson 1: Mass Movement 66-69
Inquiry Warm-Up: How Does Gravity Affect
Materials on a Slope? 66
Quick Lab: Weathering and Erosion 67
Lesson 2: Water Erosion 70-79
Inquiry Warm-Up: How Does Moving Water
Wear Away Rocks? 70
Quick Lab: Raindrops Falling 72
Quick Lab: Erosion Cure 79
Lesson 3: Glacial Erosion 80-85
Inquiry Warm-Up: How Do Glaciers Change the
Land? 80
Quick Lab: Surging Glaciers 82
Quick Lab: Modeling Valleys 85
Lesson 5: Wind Erosion 90-93
Inquiry Warm-Up: How Does Moving Air Affect
Sediment? 90
Quick Lab: Desert Pavement 93
TE Only:
After the Inquiry Warm-Up: How Does Gravity
Affect Materials on a Slope? 69A
After the Inquiry Warm-Up: How Does Moving
Water Wear Away Rocks? 79A
After the Inquiry Warm-Up: How Do Glaciers
Change the Land? 85A
After the Inquiry Warm-Up: How Does Moving
Air Affect Sediment? 93A
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3. Rocks and rock formations indicate evidence of the materials and conditions that produced
them.
8.3.1.3.1 Interpret successive layers of
sedimentary rocks and their fossils to infer
relative ages of rock sequences, past geologic
events, changes in environmental conditions,
and the appearance and extinction of life
forms.
Earth's Surface
SE/TE:
Chapter 4: A Trip Through Geologic Time 100
Lesson 2: The Relative Age of Rocks 110-115
Inquiry Warm-Up: Which Layer is the Oldest?
110
Quick Lab: Exploring Geologic Time Through
Core Samples 113
Quick Lab: How Did it Form? 115
TE Only:
After the Inquiry Warm-Up: Which Layer is the
Oldest? 115A
Quest: The Big Fossil Hunt
8.3.1.3.2 Classify and identify rocks and
minerals using characteristics including, but not
limited to, density, hardness and streak for
minerals; and texture and composition for
rocks.
Earth's Structure
SE/TE:
Chapter 2: Minerals and Rocks 28
Lesson 2: Classifying Rocks 44-47
Inquiry Warm-Up: How Do Rocks Compare? 44
Quick Lab: Classify These Rocks 47
TE Only:
After the Inquiry Warm-Up: How Do Rocks
Compare? 47A
Quest: The Big Fossil Hunt
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Interactive Science
©2016
8.3.1.3.3 Relate rock composition and texture to
physical conditions at the time of formation of
igneous, sedimentary and metamorphic rock.
Earth's Structure
SE/TE:
Chapter 2: Minerals and Rocks 28
Lesson 3: Igneous Rocks 48-51
Inquiry Warm-Up: Liquid to Solid 48
Quick Lab: How Do Igneous Rocks Form? 50
Quick Lab: The Rocks around Us 51
Lesson 4: Sedimentary Rocks 52-57
Inquiry Warm-Up: Acid Tests for Rocks 52
Quick Lab: How Does Pressure Affect Particles
of Rock? 53
Quick Lab: What Causes Layers? 56
Lesson 5: Metamorphic Rocks 58-61
Inquiry Warm-Up: A Sequined Rock 58
Quick Lab: How Do Grain Patterns Compare? 61
TE Only:
After the Inquiry Warm-Up: Liquid to Solid 51A
After the Inquiry Warm-Up: Acid Tests for Rocks
57A
After the Inquiry Warm-Up: A Sequined Rock
61A
2. Interdependence Within the Earth System
1. The sun is the principal external energy source for the Earth.
8.3.2.1.1 Explain how the combination of the
Earth's tilted axis and revolution around the
sun causes the progression of seasons.
Astronomy and Space Science
SE/TE:
Chapter 1: Earth, Moon, and Sun 1
Lesson 2: Earth in Space 10-17
Lab Investigation: Reasons for the Seasons 17
TE Only:
Differentiated Instruction – L1 15
Build Inquiry: Compare and Contrast Angles of
Sunlight 15
Review and Reinforce – Earth in Space 17D
8.3.2.1.2 Recognize that oceans have a major
effect on global climate because water in the
oceans holds a large amount of heat.
Water and the Atmosphere
SE/TE:
Chapter 2: The Oceans 36
Lesson 3: Currents and Climate 54-59
Inquiry Warm-Up: Bottom to Top 54
Quick Lab: Modeling Ocean Currents 57
Quick Lab: Deep Currents 59
TE Only:
After the Inquiry Warm-Up: Bottom to Top 59A
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Interactive Science
©2016
8.3.2.1.3 Explain how heating of Earth's surface
and atmosphere by the sun drives convection
within the atmosphere and hydrosphere
producing winds, ocean currents and the water
cycle, as well as influencing global climate.
Water and the Atmosphere
SE/TE:
Chapter 5: Climate and Climate Change 163
Lesson 1: What Causes Climate? 166-173
Inquiry Warm-Up: How Does Latitude Affect
Climate? 166
Quick Lab: Sunny Rays and Angles 171
Quick Lab: Inferring United States Precipitation
Patterns 173
Lesson 3: Changes in Climate 184-189
Inquiry Warm-Up: What Story Can Tree Rings
Tell? 184
Quick Lab: Climate Clues 186
Quick Lab: Earth's Movement and Climate 189
Lesson 4: Human Activities and Climate Change
190-195
Inquiry Warm-Up: What Is the Greenhouse
Effect? 190
Quick Lab: Greenhouse Gases and Global
Warming 195
TE Only:
After the Inquiry Warm-Up: How Does Latitude
Affect Climate? 173A
After the Inquiry Warm-Up: What Story Can
Tree Rings Tell? 189A
After the Inquiry Warm-Up: What Is the
Greenhouse Effect? 195A
STEMQuest: Shrinking Your Carbon Footprint
PEA:
Earth's Systems: PE-MS-ESS2-4: Develop a
model to describe the cycling of water through
Earth's systems driven by energy from the sun
and the force of gravity.
Weather and Climate: PE-MS-ESS2-5: Collect
data to provide evidence for how the motions
and complex interactions of air masses result in
changes in weather conditions.
Weather and Climate: PE-MS-ESS2-6: Develop
and use a model to describe how unequal
heating and rotation of the Earth causes
patterns of atmospheric and oceanic circulation
that determine regional climates.
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2. Patterns of atmospheric movement influence global climate and local weather.
8.3.2.2.1 Describe how the composition and
structure of the Earth's atmosphere affects
energy absorption, climate, and the distribution
of particulates and gases. For example: Certain
gases contribute to the greenhouse effect.
Water and the Atmosphere
SE/TE:
Chapter 3: The Atmosphere 70
Lesson 3: Layers of the Atmosphere 84-89
Inquiry Warm-Up: Is Air There? 84
Quick Lab: Layers of the Atmosphere 85
Quick Lab: Calculating Temperature Changes 89
Chapter 5: Climate and Climate Change 163
Lesson 4: Human Activities and Climate Change
190-195
Inquiry Warm-Up: What Is the Greenhouse
Effect? 190
Quick Lab: Greenhouse Gases and Global
Warming 195
TE Only:
After the Inquiry Warm-Up: Is Air There? 89A
After the Inquiry Warm-Up: What Is the
Greenhouse Effect? 195A
STEMQuest: Shrinking Your Carbon Footprint
8.3.2.2.2 Analyze changes in wind direction,
temperature, humidity and air pressure and
relate them to fronts and pressure systems.
Water and the Atmosphere
SE/TE:
Chapter 3: The Atmosphere 70
Lesson 2: Air Pressure 78-83
Inquiry Warm-Up: Does Air Have Mass? 78
Quick Lab: Properties of Air 79
Quick Lab: Soda Bottle Barometer 81
Quick Lab: Effects of Altitude on the
Atmosphere 83
TE Only:
After the Inquiry Warm-Up: Does Air Have
Mass? 83A
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Interactive Science
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8.3.2.2.3 Relate global weather patterns to
patterns in regional and local weather.
Water and the Atmosphere
Chapter 4: Weather 114
Lesson 4: Air Masses 132-139
Inquiry Warm-Up: How Do Fluids of Different
Densities Move? 132
Quick Lab: Tracking Air Masses 135
Quick Lab: Weather Fronts 137
Quick Lab: Cyclones and Anticyclones 139
Lesson 6: Predicting the Weather 150-155
Inquiry Warm-Up: Predicting Weather 150
Quick Lab: Modeling Weather Satellites 152
Quick Lab: Reading a Weather Map 155
TE Only:
After the Inquiry Warm-Up: How Do Fluids of
Different Densities Move? 139A
After the Inquiry Warm-Up: Predicting Weather
155A
3. Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans and
atmosphere in what is known as the water cycle.
8.3.2.3.1 Describe the location, composition
and use of major water reservoirs on the Earth,
and the transfer of water among them.
Water and the Atmosphere
SE/TE:
Chapter 1: Fresh Water 1
Lesson 1: Water on Earth 4-9
Inquiry Warm-Up: Where Does the Water Come
from? 4
Quick Lab: Water, Water Everywhere 5
Quick Lab: Water on Earth 7
Quick Lab: Water from Trees 9
Lesson 2: Surface Water 10-17
Inquiry Warm-Up: Mapping Surface Waters 10
Quick Lab: What is a Watershed? 13
Quick Lab: Modeling How a Lake Forms 15
Quick Lab: How Can Algal Growth Affect Pond
Life? 17
Lesson 3: Water Underground 18-23
Inquiry Warm-Up: Where Does the Water Go?
18
Quick Lab: Soil Percolation 20
Quick Lab: An Artesian Well 23
Lesson 4: Wetland Environments 24-29
Inquiry Warm-Up: Wet or Dry? 24
Quick Lab: Describing Wetlands 27
Quick Lab: A Natural Filter 29
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Academic Standards in Science
Interactive Science
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(continued)
8.3.2.3.1 Describe the location, composition
and use of major water reservoirs on the Earth,
and the transfer of water among them.
TE Only:
After the Inquiry Warm-Up: Where Does the
Water Come from? 9A
After the Inquiry Warm-Up: Mapping Surface
Waters 17A
After the Inquiry Warm-Up: Where Does the
Water Go? 23A
After the Inquiry Warm-Up: Wet or Dry? 29A
8.3.2.3.2 Describe how the water cycle
distributes materials and purifies water. For
example: Dissolved gases can change the
chemical composition of substances on Earth.
Another example: Waterborne disease.
Water and the Atmosphere
SE/TE:
Chapter 1: Fresh Water 1
Lesson 1: Water on Earth 4-9
Inquiry Warm-Up: Where Does the Water Come
from? 4
Quick Lab: Water, Water Everywhere 5
Quick Lab: Water on Earth 7
Quick Lab: Water from Trees 9
Chapter 4: Weather 114
Lesson 1: Water in the Atmosphere 118-121
Inquiry Warm-Up: Where Did the Water Go?
118
Quick Lab: Water in the Air 119
Quick Lab: Measuring To Find the Dew Point
121
TE Only:
After the Inquiry Warm-Up: Where Does the
Water Come from? 9A
After the Inquiry Warm-Up: Where Did the
Water Go? 121A
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Academic Standards in Science
Interactive Science
©2016
3. The Universe
1. The Earth is the third planet from the sun in a system that includes the moon, the sun seven
other planets and their moons and smaller objects.
8.3.3.1.1 Recognize that the sun is a medium
sized star, one of billions of stars in the Milky
Way galaxy, and the closest star to Earth.
Astronomy and Space Science
SE/TE:
Chapter 3: The Solar System #
Lesson 3: The Sun 88-93
Quick Lab: Layers of the Sun 91
Inquiry Warm-Up: How Can You Safely Observe
the Sun? 88
Chapter 4: Stars, Galaxies, and the Universe #
Lesson 2: The Scale of the Universe 132-135
Inquiry Warm-Up: Stringing Along 132
Quick Lab: How Far Is That Star? 133
Quick Lab: Measuring the Universe 135
Lesson 3: Characteristics of Stars 136-141
Inquiry Warm-Up: How Stars Differ 136
Quick Lab: Star Bright 139
Quick Lab: Interpreting the H-R Diagram 141
Lesson 5: Star Systems and Galaxies 148-153
Inquiry Warm-Up: Why Does the Milky Way
Look Hazy? 148
Quick Lab: A Spiral Galaxy 153
TE Only:
After the Inquiry Warm-Up: How Can You Safely
Observe the Sun? 93A
After the Inquiry Warm-Up: Stringing Along
135A
After the Inquiry Warm-Up: How Stars Differ
141A
After the Inquiry Warm-Up: Why Does the Milky
Way Look Hazy? 153A
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8.3.3.1.2 Describe how gravity and inertia keep
most objects in the solar system in regular and
predictable motion.
Astronomy and Space Science
SE/TE:
Chapter 1: Earth, Moon, and Sun #
Lesson 3: Gravity and Motion 18-21
Inquiry Warm-Up: What Factors Affect Gravity?
18
Quick Lab: What's Doing the Pulling? 19
Quick Lab: Around and Around We Go 21
TE Only:
After the Inquiry Warm-Up: What Factors Affect
Gravity? 21A
PEA:
Space Systems: MS-EES1-1: Develop and use a
model of the Earth-sun-moon systems to
describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
Space Systems: MS-EES1-2: Develop and use a
model to describe the role of gravity in the
motions within galaxies and the solar system.
8.3.3.1.3 Recognize that gravitational force
exists between any two objects and describe
how the masses of the objects and distance
between them affect the force.
Astronomy and Space Science
SE/TE:
Chapter 1: Earth, Moon, and Sun
Lesson 3: Gravity and Motion 18-21
Inquiry Warm-Up: What Factors Affect Gravity?
18
Quick Lab: What's Doing the Pulling? 19
Quick Lab: Around and Around We Go 21
Lesson 5: Tides 28-31
Inquiry Warm-Up: When Is High Tide? 28
Quick Lab: Modeling the Moon's Pull of Gravity
31
TE Only:
After the Inquiry Warm-Up: What Factors Affect
Gravity? 21A
After the Inquiry Warm-Up: When Is High Tide?
31A
Quest: Searching for a Star
PEA: Space Systems: MS-EES1-2: Develop and
use a model to describe the role of gravity in
the motions within galaxies and the solar
system.
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8.3.3.1.4 Compare and contrast the sizes,
locations, and compositions of the planets and
moons in our solar system.
Astronomy and Space Science
SE/TE:
Chapter 3: The Solar System #
Lesson 2: Introducing the Solar System 82-87
Quick Lab: Clumping Planets 87
Inquiry Warm-Up: How Big Is Earth? 82
Lesson 4: The Inner Planets 94-101
Quick Lab: Viewing Sunspots 93
Quick Lab: Characteristics of the Inner Planets
95
Quick Lab: Greenhouse Effect 101
Inquiry Warm-Up: Ring Around the Sun 94
Lesson 5: The Outer Planets 102-109
Quick Lab: Density Mystery 103
Quick Lab: Make a Model of Saturn 109
Inquiry Warm-Up: How Big Are the Planets? 102
TE Only:
After the Inquiry Warm-Up: How Big Is Earth?
87A
After the Inquiry Warm-Up: Ring Around the
Sun 101A
After the Inquiry Warm-Up: How Big Are the
Planets? 109A
8.3.3.1.5 Use the predictable motions of the
Earth around its own axis and around the sun,
and of the moon around the Earth, to explain
day length, the phases of the moon, and
eclipses.
Astronomy and Space Science
SE/TE:
Chapter 1: Earth, Moon, and Sun: How do Earth,
the moon, and the sun interact?
Lesson 4: Phases and Eclipses 22-27
Inquiry Warm-Up: How Does the Moon Move?
22
Quick Lab: Moon Phases 24
Quick Lab: Eclipses 27
TE Only:
After the Inquiry Warm-Up: How Does the
Moon Move? 27A
PEA:
Space Systems: MS-EES1-1: Develop and use a
model of the Earth-sun-moon systems to
describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
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4. Human Interactions with Earth Systems
1. In order to maintain and improve their existence humans interact with and influence Earth
systems.
8.3.4.1.1 Describe how mineral and fossil fuel
resources have formed over millions of years,
and explain why these resources are finite and
non-renewable over human time frames.
Ecology and the Environment
SE/TE:
Chapter 5: Energy Resources 174
What are some of Earth's energy sources?
Lesson 1: Fossil Fuels 178-185
Inquiry Warm-Up: What's in a Piece of Coal? 178
Quick Lab: Observing Oil's Consistency 184
Quick Lab: Fossil Fuels 185
TE Only:
After the Inquiry Warm-Up: What's in a Piece of
Coal? 185A
8.3.4.1.2 Recognize that land and water use
practices affect natural processes and that
natural processes interfere and interact with
human systems. For example: Levees change
the natural flooding process of a river. Another
example: Agricultural runoff influences natural
systems far from the source.
Ecology and the Environment
SE/TE:
Chapter 3: Resources and Living Things 82
Lesson 1: Introduction to Environmental Issues
86-91
Inquiry Warm-Up: How Do You Decide? 86
Quick Lab: Environmental Issues 89
Quick Lab: Comparing Cost and Benefits 91
Chapter 4: Land, Air, and Water Resources 124
Lesson 1: Conserving Land and Soil 128-133
Inquiry Warm-Up: How Does Mining Affect the
Land? 128
Quick Lab: Land Use 129
Quick Lab: Modeling Soil Conservation 133
TE Only:
After the Inquiry Warm-Up: How Do You
Decide? 91A
After the Inquiry Warm-Up: How Does Mining
Affect the Land? 133A
PEA:
Human Impacts: PE-MS-ESS3-4: Construct an
argument supported by evidence for how
increases in human population and per-capita
consumption of natural resources impact
Earth's systems.