Science from Murf .LLC
$ 74.99 For entire curriculum, 20 science units, 50,000+ slides, homework,
notes, review games, and much more. Instant Digital Download.
notes, review games, and much more. Instant Digital Download.
 |  |  |  |  |
Below you will find a list of topics covered within each unit and the appropriate
grade levels. You will also find a list of typical state standards and Next
Generation Science Standards that are addressed in each unit. This curriculum
takes me four years to complete with my hardworking students.
Below you will also find a checkout option for all 20 science units sent through
instant digital download. Shortly after purchase a link will be sent to your email
address. This service is free and please click the link from PayLoadz.com. This
is a safe and secure company that specializes in sending large digital files. If you
encounter problems with the download please contact me and I will gladly mail
you a flashdrive (free shipping 4-6 business days) with the entire curriculum.
Thank you again for your interest and I hope you and your students enjoy this
curriculum.
If you would like to purchase the curriculum or individual units with a purchase
order or other means please contact me and I will gladly send you an invoice.
Sincerely,
Ryan Murphy M.Ed
ryemurf@gmail.com
grade levels. You will also find a list of typical state standards and Next
Generation Science Standards that are addressed in each unit. This curriculum
takes me four years to complete with my hardworking students.
Below you will also find a checkout option for all 20 science units sent through
instant digital download. Shortly after purchase a link will be sent to your email
address. This service is free and please click the link from PayLoadz.com. This
is a safe and secure company that specializes in sending large digital files. If you
encounter problems with the download please contact me and I will gladly mail
you a flashdrive (free shipping 4-6 business days) with the entire curriculum.
Thank you again for your interest and I hope you and your students enjoy this
curriculum.
If you would like to purchase the curriculum or individual units with a purchase
order or other means please contact me and I will gladly send you an invoice.
Sincerely,
Ryan Murphy M.Ed
ryemurf@gmail.com
Free Download of the Curriculum Guide and Welcome
Entire Science Curriculum (20 units of study) Instant Download
| Science Curriculum Topics Covered in Each Unit |
Ecology Trophic Feeding Levels Unit (5th,6th,7th)
Life Sciences
Life Sciences
Next Generation Science Standards (NGSS)
MS.LS2.3 (Develop a model to describe cycling of matter and flow of energy among living
and nonliving parts of an ecosystem).
• This standard is addressed throughout this unit with a focus on how energy moves
from the sun, to the producers, and then to the consumers and decomposers. The flow of
matter within the nonliving parts of an ecosystem is addressed heavily in the abiotic factors
unit.
5.PS3.1 (Use models to describe that energy in animals food that is used for body repair,
growth, and motion was once energy from the sun).
• This is standard is covered throughout with class notes, step by step drawings, video
links, images, diagrams, flow charts, and much more.
5.LS2.1. (Develop a model to describe the movement of matter among plant, animals, and
decomposers, and the environment)
• Several activities, video links, step by step diagrams / flow charts, and more address
this standard.
HS.LS2.4. (Use mathematical representations to support claims for the cycling of matter and
flow of energy among organisms in an ecosystem)
• Students learn about biomass pyramids, pyramid of numbers, and the concepts of
matter and energy being conserved as it flows though the ecosystem. The mathematics in
this unit is not H.S. level but the concepts and numbered representations of energy flow are
made easy to understand for all.
3-5.ETS1.1 (Make observation and measurements to identify materials based on their
properties).
MS.LS2.3 (Develop a model to describe cycling of matter and flow of energy among living
and nonliving parts of an ecosystem).
• This standard is addressed throughout this unit with a focus on how energy moves
from the sun, to the producers, and then to the consumers and decomposers. The flow of
matter within the nonliving parts of an ecosystem is addressed heavily in the abiotic factors
unit.
5.PS3.1 (Use models to describe that energy in animals food that is used for body repair,
growth, and motion was once energy from the sun).
• This is standard is covered throughout with class notes, step by step drawings, video
links, images, diagrams, flow charts, and much more.
5.LS2.1. (Develop a model to describe the movement of matter among plant, animals, and
decomposers, and the environment)
• Several activities, video links, step by step diagrams / flow charts, and more address
this standard.
HS.LS2.4. (Use mathematical representations to support claims for the cycling of matter and
flow of energy among organisms in an ecosystem)
• Students learn about biomass pyramids, pyramid of numbers, and the concepts of
matter and energy being conserved as it flows though the ecosystem. The mathematics in
this unit is not H.S. level but the concepts and numbered representations of energy flow are
made easy to understand for all.
3-5.ETS1.1 (Make observation and measurements to identify materials based on their
properties).
-Areas of Focus: Areas of Focus within The Feeding Levels
Unit: What is Ecology, Concepts in Ecology, Concept-There
is no such thing as a free lunch, Energy Comes from the Sun,
Food Chains, Trophic Feeding Levels, Producers,
Consumers, Decomposers, Aquatic Food Chains,
Phytoplankton, Zooplankton, Animal Dentition, Carnivores,
Herbivores, Pyramid of Biomass, Pyramid of Numbers.
Creation and monitoring of students bio-domes / bottle
biology.
Unit: What is Ecology, Concepts in Ecology, Concept-There
is no such thing as a free lunch, Energy Comes from the Sun,
Food Chains, Trophic Feeding Levels, Producers,
Consumers, Decomposers, Aquatic Food Chains,
Phytoplankton, Zooplankton, Animal Dentition, Carnivores,
Herbivores, Pyramid of Biomass, Pyramid of Numbers.
Creation and monitoring of students bio-domes / bottle
biology.
Traditional standards addressed in the Ecology Trophic Feeding Levels Unit
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many standards that are not addressed below.
●Work effectively within a cooperative group setting, accepting and executing
assigned roles and responsibilities.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe how energy is transferred through food webs in an ecosystem, and
explains the roles and relationships between producers, consumers and
decomposers.
●Recognize that one of the most general distinctions among organisms is between
plants, which use sunlight to make their own food, and animals, which consume
energy-rich foods.
●Recognize that energy, in the form of heat, is usually a byproduct when one form
of energy is converted to another, such as when living organisms transform stored
energy to motion.
●Explain how insects and various other organisms depend on dead plant and
animal matter for food, and describe how this process contributes to the system.
●Describe the Sun as the principle energy source for phenomena on the Earth’s
surface and necessary for life.
●Recognize that one of the most general distinctions among organisms is between
plants, which use sunlight to make their own food, and animals, which consume
energy-rich foods.
●Given an ecosystem, trace how matter cycles among and between organisms and
the physical environment (includes water, oxygen, food web, decomposition and
recycling.
●Organize observations and data into tables, charts and graphs.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many standards that are not addressed below.
●Work effectively within a cooperative group setting, accepting and executing
assigned roles and responsibilities.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe how energy is transferred through food webs in an ecosystem, and
explains the roles and relationships between producers, consumers and
decomposers.
●Recognize that one of the most general distinctions among organisms is between
plants, which use sunlight to make their own food, and animals, which consume
energy-rich foods.
●Recognize that energy, in the form of heat, is usually a byproduct when one form
of energy is converted to another, such as when living organisms transform stored
energy to motion.
●Explain how insects and various other organisms depend on dead plant and
animal matter for food, and describe how this process contributes to the system.
●Describe the Sun as the principle energy source for phenomena on the Earth’s
surface and necessary for life.
●Recognize that one of the most general distinctions among organisms is between
plants, which use sunlight to make their own food, and animals, which consume
energy-rich foods.
●Given an ecosystem, trace how matter cycles among and between organisms and
the physical environment (includes water, oxygen, food web, decomposition and
recycling.
●Organize observations and data into tables, charts and graphs.
-Areas of Focus within The Ecology Interactions Unit: Levels
of Biological Organization (Ecology), Parts of the Biosphere,
Habitat, Ecological Niche, Types of Competition,
Competitive Exclusion Theory, Animal Interactions, Food
Webs, Predator Prey Relationships, Camouflage,
Population Sampling, Abundance, Relative Abundance,
Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry,
Symbiosis, Parasitism, Mutualism, Commensalism, Plant
and Animal Interactions, Coevolution, Animal Strategies to
Eat Plants, Plant Defense Mechanisms, Exotic Species,
Impacts of Invasive Exotic Species.
of Biological Organization (Ecology), Parts of the Biosphere,
Habitat, Ecological Niche, Types of Competition,
Competitive Exclusion Theory, Animal Interactions, Food
Webs, Predator Prey Relationships, Camouflage,
Population Sampling, Abundance, Relative Abundance,
Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry,
Symbiosis, Parasitism, Mutualism, Commensalism, Plant
and Animal Interactions, Coevolution, Animal Strategies to
Eat Plants, Plant Defense Mechanisms, Exotic Species,
Impacts of Invasive Exotic Species.
Ecology and the Environment: Interactions Unit
(5th,6th,7th) Life Sciences
(5th,6th,7th) Life Sciences
The Ecology Trophic Feeding Levels Unit
Ecology Interactions Unit (Download)
Below are just a few of the typical standards that this unit addresses for those
that are interested. This unit does cover many topics/ standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Identify the resources plants and animals need for growth and energy, and
describe how their habitat provides these basic needs.
●Recognize that the transfer of energy through food is necessary for all living
organisms and describes the organization of food webs.
●Recognize that plants and animals interact with one another in various ways
besides providing food, such as seed dispersal or pollination.
●Recognize and describe the hierarchical organization of living systems,
including cells, tissues, organs, organ systems, whole organisms, and
ecosystems.
●Explain that most microorganisms do not cause disease and that many are
beneficial to the environment.
●Describe ways plants and animals depend on each other.
●Recognize that some living things, which lived on Earth long ago, are now
extinct, such as dinosaurs, mammoths, giant tree ferns, and horsetail trees.
●Define a population as all individuals of a species that exist together at a
given place and time, and explain that all populations living together in a
community, along with the physical factors with which they interact, compose
an ecosystem.
●Identify and describe the ways in which organisms interact and depend on
one another in an ecosystem, using food webs.
●Identify the potential impact of converting forested land to uses such as
farms, homes, factories, or tourist attractions.
●Define a population as all individuals of a species that exist together at a
given place and time; and explain that all populations living together in a
community, along with the physical factors with which they interact, compose
an ecosystem.
●Provide examples of how all organisms, including humans, impact their
environment; and explain how some changes can be detrimental to other
organisms.
●Use a variety of tools and formats (oral presentations, journals, and
multimedia presentations) to summarize and communicate the results of
observations.
●Organize observations and data into tables, charts and graphs.
that are interested. This unit does cover many topics/ standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Identify the resources plants and animals need for growth and energy, and
describe how their habitat provides these basic needs.
●Recognize that the transfer of energy through food is necessary for all living
organisms and describes the organization of food webs.
●Recognize that plants and animals interact with one another in various ways
besides providing food, such as seed dispersal or pollination.
●Recognize and describe the hierarchical organization of living systems,
including cells, tissues, organs, organ systems, whole organisms, and
ecosystems.
●Explain that most microorganisms do not cause disease and that many are
beneficial to the environment.
●Describe ways plants and animals depend on each other.
●Recognize that some living things, which lived on Earth long ago, are now
extinct, such as dinosaurs, mammoths, giant tree ferns, and horsetail trees.
●Define a population as all individuals of a species that exist together at a
given place and time, and explain that all populations living together in a
community, along with the physical factors with which they interact, compose
an ecosystem.
●Identify and describe the ways in which organisms interact and depend on
one another in an ecosystem, using food webs.
●Identify the potential impact of converting forested land to uses such as
farms, homes, factories, or tourist attractions.
●Define a population as all individuals of a species that exist together at a
given place and time; and explain that all populations living together in a
community, along with the physical factors with which they interact, compose
an ecosystem.
●Provide examples of how all organisms, including humans, impact their
environment; and explain how some changes can be detrimental to other
organisms.
●Use a variety of tools and formats (oral presentations, journals, and
multimedia presentations) to summarize and communicate the results of
observations.
●Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.LS1.4 (Provide evidence / use argument to explain animal behaviors and plants structures to increase successful
reproduction)
• This is covered in plant animal interactions, seed dispersal mechanisms, symbiosis.
MS.LS1.5 (Discuss and explanation for how envs. factors influence the growth of an organism)
• This is covered throughout the unit as the big abiotic factors are described
MS.LS2.1 (Interpret data to provide evidence for the effects of resource availability on organisms and populations in
an ecosystem).
• Student record notes, see video links, and partake in a really neat simulation that has them collect seeds.
Several reminder slides reviews with the students that as resources increase populations generally increase.
Habitat, predator prey games, and much more cover this standard well.
MS.LS2.4 (Describe with evidence that changes to the physical or biological components of an ecosystem can affect
populations).
• Students learn about food webs and the interconnectedness of species. Teacher uses string to connect
students representing various organisms in a food web together. The web collapses as changes in the food web
unfold. Discussion follows with a set of slides that discuss the needs of living things and how changes in these needs
can affect the population. Other limiting factors are addressed and some video links provided. Several data
collecting activities associated with populations of organisms are provided.
MS.LS2.2 (Explain a pattern of interactions among organisms across multiple ecosystems).
• Types of competition are described as well as competitive exclusion theory. Predator prey relationships
provided and some neat hands-on class simulations provided. Types of symbiosis including mutualisms, plant animal
interactions, and much more are described. Niche, needs of living things, and the effects of exotic species in an
ecosystem are also provided. This unit is called the Ecology Interactions unit and addresses this standard
throughout.
MS.LS2.5 (Evaluate competing design solutions for maintaining biodiversity and ecosystem services).
• The importance of wetlands is addressed for their cleaning and purifying values as well being an important
habitat to maintain biodiversity. Biodiversity as well as the importance of biodiversity is addressed. Ways to
maintain biodiversity by decreasing human interference, decreasing habitat destruction, and maintaining keystone
species is described. A series of challenge questions are provided.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact).
• Slides provide several examples and also describe what each sphere is. Other units such as the abiotic
factors unit and weather unit make deeper connections and these spheres are addressed again.
3-5.ETS1.1 (Make observation and measurements to identify materials based on their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified criteria for success
with materials, time, or cost)
HS.LS2.5 (Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere).
• Students learn the process of photosynthesis and respiration in the form of notes, games, video links, activities,
and review opportunities. Reference to carbon being cycled throughout the biosphere is addressed in a series of
slides made easy for the student to understand.
HS.LS2.1 (Use mathematical and/or computational representations to support explanations of factors that affect
carrying capacity of ecosystems at different scales).
• Human population growth and other animation population graphs (predator / prey are addressed. Human
population growth includes several models, graphs, historical information, exponential growth activity, and with video
and academic links. Carrying capacity, limiting factors (density dependent and density independent), and R vs. K
selected species are addressed in a series of slides with visuals. This is done in a way for younger and older
students to understand.
HS.LS2.2 (Use mathematical representations to support and revise explanations based on evidence about factors
affecting populations in ecosystems).
• The mathematics is middle school, but student’s collect, average, graph, and explains trends in population
changes in several activities.
HS.LS2.8 (Evaluate evidence for the role of group behavior on individual and species change to survive to
reproduce).
• Students learn about animal behaviors such as flocking, school, herding and the advantages that they bring.
Students record notes, see visuals, video links, and partake in a resource gathering exercise. Questions follow the
activity.
MS.LS1.4 (Provide evidence / use argument to explain animal behaviors and plants structures to increase successful
reproduction)
• This is covered in plant animal interactions, seed dispersal mechanisms, symbiosis.
MS.LS1.5 (Discuss and explanation for how envs. factors influence the growth of an organism)
• This is covered throughout the unit as the big abiotic factors are described
MS.LS2.1 (Interpret data to provide evidence for the effects of resource availability on organisms and populations in
an ecosystem).
• Student record notes, see video links, and partake in a really neat simulation that has them collect seeds.
Several reminder slides reviews with the students that as resources increase populations generally increase.
Habitat, predator prey games, and much more cover this standard well.
MS.LS2.4 (Describe with evidence that changes to the physical or biological components of an ecosystem can affect
populations).
• Students learn about food webs and the interconnectedness of species. Teacher uses string to connect
students representing various organisms in a food web together. The web collapses as changes in the food web
unfold. Discussion follows with a set of slides that discuss the needs of living things and how changes in these needs
can affect the population. Other limiting factors are addressed and some video links provided. Several data
collecting activities associated with populations of organisms are provided.
MS.LS2.2 (Explain a pattern of interactions among organisms across multiple ecosystems).
• Types of competition are described as well as competitive exclusion theory. Predator prey relationships
provided and some neat hands-on class simulations provided. Types of symbiosis including mutualisms, plant animal
interactions, and much more are described. Niche, needs of living things, and the effects of exotic species in an
ecosystem are also provided. This unit is called the Ecology Interactions unit and addresses this standard
throughout.
MS.LS2.5 (Evaluate competing design solutions for maintaining biodiversity and ecosystem services).
• The importance of wetlands is addressed for their cleaning and purifying values as well being an important
habitat to maintain biodiversity. Biodiversity as well as the importance of biodiversity is addressed. Ways to
maintain biodiversity by decreasing human interference, decreasing habitat destruction, and maintaining keystone
species is described. A series of challenge questions are provided.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere, hydrosphere, and atmosphere interact).
• Slides provide several examples and also describe what each sphere is. Other units such as the abiotic
factors unit and weather unit make deeper connections and these spheres are addressed again.
3-5.ETS1.1 (Make observation and measurements to identify materials based on their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified criteria for success
with materials, time, or cost)
HS.LS2.5 (Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon
among the biosphere, atmosphere, hydrosphere, and geosphere).
• Students learn the process of photosynthesis and respiration in the form of notes, games, video links, activities,
and review opportunities. Reference to carbon being cycled throughout the biosphere is addressed in a series of
slides made easy for the student to understand.
HS.LS2.1 (Use mathematical and/or computational representations to support explanations of factors that affect
carrying capacity of ecosystems at different scales).
• Human population growth and other animation population graphs (predator / prey are addressed. Human
population growth includes several models, graphs, historical information, exponential growth activity, and with video
and academic links. Carrying capacity, limiting factors (density dependent and density independent), and R vs. K
selected species are addressed in a series of slides with visuals. This is done in a way for younger and older
students to understand.
HS.LS2.2 (Use mathematical representations to support and revise explanations based on evidence about factors
affecting populations in ecosystems).
• The mathematics is middle school, but student’s collect, average, graph, and explains trends in population
changes in several activities.
HS.LS2.8 (Evaluate evidence for the role of group behavior on individual and species change to survive to
reproduce).
• Students learn about animal behaviors such as flocking, school, herding and the advantages that they bring.
Students record notes, see visuals, video links, and partake in a resource gathering exercise. Questions follow the
activity.
HS.LS2.6 (Evaluate the claims, evidence, and reasoning that the complex interactions in
ecosystems maintain relatively consistent numbers and types of organisms in stable
conditions, but changing conditions may result in a new ecosystem).
• Students learn about limiting factors (density dependent and independent), carrying
capacity (r and K selection), and predator prey relationships. Several slides describe
disturbances that can change the ecosystem. Students learn that K selected species don’t
usually exceed their carrying capacity.
HS.LS2.2 (Use mathematical representations to support and revise explanations based
evidence about factors that affect biodiversity and populations).
• Students learn about the factors that affect and the importance of maintaining
biodiversity. Students also learn to calculate relative abundance and species abundance
and graph their findings.
HS.LS2.7 (Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity).
• Students learn the importance of maintaining biodiversity and then are provided some
ways to reduce the impact on species. A series of slides with visuals encourage the
prevention of habit loss, increasing laws and regulations, conserving land, parks, protecting
keystone species, and minimizing human interference. A neat video link compares
plantation forestry to native regeneration forestry in Tasmania.
ecosystems maintain relatively consistent numbers and types of organisms in stable
conditions, but changing conditions may result in a new ecosystem).
• Students learn about limiting factors (density dependent and independent), carrying
capacity (r and K selection), and predator prey relationships. Several slides describe
disturbances that can change the ecosystem. Students learn that K selected species don’t
usually exceed their carrying capacity.
HS.LS2.2 (Use mathematical representations to support and revise explanations based
evidence about factors that affect biodiversity and populations).
• Students learn about the factors that affect and the importance of maintaining
biodiversity. Students also learn to calculate relative abundance and species abundance
and graph their findings.
HS.LS2.7 (Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity).
• Students learn the importance of maintaining biodiversity and then are provided some
ways to reduce the impact on species. A series of slides with visuals encourage the
prevention of habit loss, increasing laws and regulations, conserving land, parks, protecting
keystone species, and minimizing human interference. A neat video link compares
plantation forestry to native regeneration forestry in Tasmania.
Ecology and the Environment: Abiotic Factors Unit
(5th,6th,7th) Life Sciences
(5th,6th,7th) Life Sciences
- Areas of Focus within The Ecology: Abiotic Factors Unit: Abiotic Factors, Biotic
Factors, The Big 7 Abiotic Factors, Organisms Range of Tolerance, Light, How
light affects Organisms, Photosynthesis, Factors in the Environment that Affect
the Amount of Light, How Organisms Movements are affected by light,
Bioluminescence, How temperature affects organisms, Thermoregulation,
Physiological Regulation, Behavioral Regulation, Adaptation, Hypothermia,
Hyperthermia, Warm-Bloodedness (endothermy), Cold-Bloodedness,
Hibernation / Torpor, Advantages of Warm-Bloodedness, Disadvantages of
Warm-Bloodedness, Advantages of Cold-Bloodedness, Disadvantages of
Cold-Bloodedness, Water, Water Requirements and Plants, Adaptations of
Plants and Water, Adaptations of Animals and Water, Wind, Positives and
Negatives of Wind to Organisms, How animals use Wind, How Plants use Wind,
Wind Dispersal, Water Dispersal, Animal Seed Dispersal, Fire Ecology, Fire
Dependence, Biogeochemical Cycles, Hydrologic Cycle, Carbon Cycle,
Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance,
Nitrogen Cycle, Phosphorus Cycle, Importance of Phosphorus, Nutrients and
Aquatic Systems, Eutrophication.
Factors, The Big 7 Abiotic Factors, Organisms Range of Tolerance, Light, How
light affects Organisms, Photosynthesis, Factors in the Environment that Affect
the Amount of Light, How Organisms Movements are affected by light,
Bioluminescence, How temperature affects organisms, Thermoregulation,
Physiological Regulation, Behavioral Regulation, Adaptation, Hypothermia,
Hyperthermia, Warm-Bloodedness (endothermy), Cold-Bloodedness,
Hibernation / Torpor, Advantages of Warm-Bloodedness, Disadvantages of
Warm-Bloodedness, Advantages of Cold-Bloodedness, Disadvantages of
Cold-Bloodedness, Water, Water Requirements and Plants, Adaptations of
Plants and Water, Adaptations of Animals and Water, Wind, Positives and
Negatives of Wind to Organisms, How animals use Wind, How Plants use Wind,
Wind Dispersal, Water Dispersal, Animal Seed Dispersal, Fire Ecology, Fire
Dependence, Biogeochemical Cycles, Hydrologic Cycle, Carbon Cycle,
Photosynthesis, Cellular Respiration, Oxygen-Carbon Dioxide Balance,
Nitrogen Cycle, Phosphorus Cycle, Importance of Phosphorus, Nutrients and
Aquatic Systems, Eutrophication.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Identify and describe the factors that affect the number and types of organisms
an ecosystem can support, including the resources that are available, the range
of temperatures, the composition of the soil, disease, the threat of predators, and
competition from other organisms.
●Explain that most microorganisms do not cause disease and that many are
beneficial to the environment.
●Describe the process of photosynthesis and explain that plants can use the food
they make immediately or store it for later use.
●Provide examples of how all organisms, including humans, impact their
environment and explain how some changes can be detrimental to other
organisms.
●Explain how changes in environmental conditions can affect the survival of
individual organisms and the entire species.
Given a scenario, trace the flow of energy through an ecosystem, beginning with
the sun, through organisms in the food web, and into the environment (includes
photosynthesis and respiration)
●Demonstrate the appropriate use of tools, such as thermometers, probes,
microscopes and computers to gather, analyze and interpret data in the life
sciences.
●Explain how water exists in the atmosphere in different forms and describes how
it changes from one form to another through various processes such as freezing,
condensation, precipitation and evaporation.
●Recognize that water can be a liquid or a solid; and explain that it can be made
to change from one state to the other, but the amount (mass) of water always
remains the same in either state.
●Explain the processes that cause cycling of water into and out of the atmosphere
and their connections to our planet’s weather patterns.
●Recognize that elements exist in fixed amounts and describe how they move
through the solid Earth, oceans, atmosphere, and living things as part of
geochemical cycles, such as the water, carbon and nitrogen cycles.
●Describe the interaction of living organisms with nonliving things.
●Provide examples of how environmental changes can cause different effects on
different organisms.
Using information (data or scenario), explain how changes in the environment can
cause organisms to respond (e.g., survive there and reproduce, move away, die).
●Recognize that for any particular environment, some kinds of animals and plants
survive well, some less well, and some cannot survive at all.
●Recognize that humans need food, water, air, waste removal and a particular
range of temperatures in their environment, just as other animals do.
●Explain why it is beneficial for an organism to be able to regulate its internal
environment while living in a constantly changing external environment.
●Explain how the processes of photosynthesis and cellular respiration are
interrelated and contribute to biogeochemical cycles.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair
test” of a simple scientific question.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
are interested. This unit does cover many topics / standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Identify and describe the factors that affect the number and types of organisms
an ecosystem can support, including the resources that are available, the range
of temperatures, the composition of the soil, disease, the threat of predators, and
competition from other organisms.
●Explain that most microorganisms do not cause disease and that many are
beneficial to the environment.
●Describe the process of photosynthesis and explain that plants can use the food
they make immediately or store it for later use.
●Provide examples of how all organisms, including humans, impact their
environment and explain how some changes can be detrimental to other
organisms.
●Explain how changes in environmental conditions can affect the survival of
individual organisms and the entire species.
Given a scenario, trace the flow of energy through an ecosystem, beginning with
the sun, through organisms in the food web, and into the environment (includes
photosynthesis and respiration)
●Demonstrate the appropriate use of tools, such as thermometers, probes,
microscopes and computers to gather, analyze and interpret data in the life
sciences.
●Explain how water exists in the atmosphere in different forms and describes how
it changes from one form to another through various processes such as freezing,
condensation, precipitation and evaporation.
●Recognize that water can be a liquid or a solid; and explain that it can be made
to change from one state to the other, but the amount (mass) of water always
remains the same in either state.
●Explain the processes that cause cycling of water into and out of the atmosphere
and their connections to our planet’s weather patterns.
●Recognize that elements exist in fixed amounts and describe how they move
through the solid Earth, oceans, atmosphere, and living things as part of
geochemical cycles, such as the water, carbon and nitrogen cycles.
●Describe the interaction of living organisms with nonliving things.
●Provide examples of how environmental changes can cause different effects on
different organisms.
Using information (data or scenario), explain how changes in the environment can
cause organisms to respond (e.g., survive there and reproduce, move away, die).
●Recognize that for any particular environment, some kinds of animals and plants
survive well, some less well, and some cannot survive at all.
●Recognize that humans need food, water, air, waste removal and a particular
range of temperatures in their environment, just as other animals do.
●Explain why it is beneficial for an organism to be able to regulate its internal
environment while living in a constantly changing external environment.
●Explain how the processes of photosynthesis and cellular respiration are
interrelated and contribute to biogeochemical cycles.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair
test” of a simple scientific question.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.LS1.4 (Provide evidence / use argument to explain animal behaviors and plants
structures to increase successful reproduction)
• This is covered in seed dispersal mechanisms, how animal use wind and
water, fire ecology, and also Island Biogeography.
MS.LS1.5 (Discuss explanation for how ends. factors influence the growth of an
organism)
• This is covered throughout the unit as the big abiotic factors are described
(Light, Temp, Water, Air), also as part of Photosynthesis, Respiration,
Biogeochemical Cycles, and more.
MS.PS1.3 (Gather and interpret info that synthetic materials come from natural
resources and impact society)
• Students learn about acid rain and air pollution as well as climate change and
nutrient pollution.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic
factors influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are
addressed throughout. Photosynthesis and cellular respiration are described in
detail. Fertilizers and nutrients are addressed in the nitrogen and phosphorus
cycles with class notes, video links, step by step drawings, questions, homework,
and more.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in
the cycling of matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides
about photosynthesis. Students learn about how the energy flow of life comes from
the sun and that plants create sugars. What goes into and out of plants is
addressed. Students learn the biochemical processes of photosynthesis (beyond
and boundary). Video and academic links, review opportunities and more are
provided.
MS.LS1.4 (Provide evidence / use argument to explain animal behaviors and plants
structures to increase successful reproduction)
• This is covered in seed dispersal mechanisms, how animal use wind and
water, fire ecology, and also Island Biogeography.
MS.LS1.5 (Discuss explanation for how ends. factors influence the growth of an
organism)
• This is covered throughout the unit as the big abiotic factors are described
(Light, Temp, Water, Air), also as part of Photosynthesis, Respiration,
Biogeochemical Cycles, and more.
MS.PS1.3 (Gather and interpret info that synthetic materials come from natural
resources and impact society)
• Students learn about acid rain and air pollution as well as climate change and
nutrient pollution.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic
factors influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are
addressed throughout. Photosynthesis and cellular respiration are described in
detail. Fertilizers and nutrients are addressed in the nitrogen and phosphorus
cycles with class notes, video links, step by step drawings, questions, homework,
and more.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in
the cycling of matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides
about photosynthesis. Students learn about how the energy flow of life comes from
the sun and that plants create sugars. What goes into and out of plants is
addressed. Students learn the biochemical processes of photosynthesis (beyond
and boundary). Video and academic links, review opportunities and more are
provided.
MS.LS1.7 (Create model to describe how food is rearranged through chemical reactions
forming new molecules that support growth and / or release energy).
• Cellular respiration is described in this unit. Student’s record notes, answer
questions, see video and academic links. The biochemical process is described and
reviewed in a step by step process (beyond the boundary). The remainder of this
standard is covered in the digestive system portion of the human body unit.
MS.LS2.3 (Develop a model to describe cycling of matter and flow of energy among
living and nonliving parts of an ecosystem).
• This standard is addressed throughout the entire unit with a focus on the nonliving
parts of an ecosystem. Biogeochemical are addressed in detail with an emphasis on
how matter moves from the living to the non-living. Notes, review games, step by step
drawings, questions, homework and more address this standard. Energy flow is
addressed heavily in the feeding levels unit.
HS.LS1.3 (Plan and conduct an investigation to provide evidence that feedback
mechanisms maintain homeostasis).
• Students learn about behavioral and physiological adaptations to the cold and
heat. The Isopod lab report also deals with maintaining balance in the environment.
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into
stored chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson
also addresses the photosynthetic equation. Exciting video links, text, visuals, and
constant review help to reinforce. This unit does not address the Calvin Cycle in detail
except by providing a detailed video link of the biochemical processes.
HS.LS1.7 (Use a model to illustrate that cellular respiration is a chemical process
whereby the bonds of food molecules and oxygen molecules are broken and the bonds in
new compounds are formed and result in a transfer of energy).
• The inputs of and outputs of cellular respiration are addressed. This unit does not
go in the biochemical processes of the citric acid cycle in detail but does provide visuals,
and video / academic links.
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on
how well each is to meet criteria and constraints of the problem)
forming new molecules that support growth and / or release energy).
• Cellular respiration is described in this unit. Student’s record notes, answer
questions, see video and academic links. The biochemical process is described and
reviewed in a step by step process (beyond the boundary). The remainder of this
standard is covered in the digestive system portion of the human body unit.
MS.LS2.3 (Develop a model to describe cycling of matter and flow of energy among
living and nonliving parts of an ecosystem).
• This standard is addressed throughout the entire unit with a focus on the nonliving
parts of an ecosystem. Biogeochemical are addressed in detail with an emphasis on
how matter moves from the living to the non-living. Notes, review games, step by step
drawings, questions, homework and more address this standard. Energy flow is
addressed heavily in the feeding levels unit.
HS.LS1.3 (Plan and conduct an investigation to provide evidence that feedback
mechanisms maintain homeostasis).
• Students learn about behavioral and physiological adaptations to the cold and
heat. The Isopod lab report also deals with maintaining balance in the environment.
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into
stored chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson
also addresses the photosynthetic equation. Exciting video links, text, visuals, and
constant review help to reinforce. This unit does not address the Calvin Cycle in detail
except by providing a detailed video link of the biochemical processes.
HS.LS1.7 (Use a model to illustrate that cellular respiration is a chemical process
whereby the bonds of food molecules and oxygen molecules are broken and the bonds in
new compounds are formed and result in a transfer of energy).
• The inputs of and outputs of cellular respiration are addressed. This unit does not
go in the biochemical processes of the citric acid cycle in detail but does provide visuals,
and video / academic links.
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on
how well each is to meet criteria and constraints of the problem)
5.PS1.1. (Develop a model that matter is made of particles too small be seen).
Particles are addressed when biogeochemical cycles are covered.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere,
hydrosphere, and atmosphere interact).
• Slides provide several examples and also describe what each sphere is how
they are connected. Student then learn the biogeochemical cycles in detail and
how they interact with the living and nonliving world.
3-5.ETS1.1. (Make observation and measurements to identify materials based on
their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included
specified criteria for success with materials, time, or cost)
Particles are addressed when biogeochemical cycles are covered.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere,
hydrosphere, and atmosphere interact).
• Slides provide several examples and also describe what each sphere is how
they are connected. Student then learn the biogeochemical cycles in detail and
how they interact with the living and nonliving world.
3-5.ETS1.1. (Make observation and measurements to identify materials based on
their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included
specified criteria for success with materials, time, or cost)
Ecology Abiotic Factors Unit (Download)
-Areas of Focus in The Plant Unit: Cool Facts about Plants, Plant Evolution,
Importance of Algae (Protist), Lichens (Protist and Fungi Symbiosis), The Three
Types of Lichens, Non-Vascular Plants, Bryophytes, Seedless Vascular Plants
(Ferns), Seeds, Seed Dormancy, Factors that Break Seed Dormancy,
Germination, Parts of a Young Plant, Monocots and Dicots, Roots and Water,
Types of Roots, Water Uptake and Photosynthesis, Plant Hormones, Types of
Plant Tissues, Xylem and Phloem, Woody Plants, Leaves, Light and Plants,
Transpiration, Guard Cells, Leaf Identification, Plant Life Cycles, Seed Plant Life
Cycles, Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit.
Importance of Algae (Protist), Lichens (Protist and Fungi Symbiosis), The Three
Types of Lichens, Non-Vascular Plants, Bryophytes, Seedless Vascular Plants
(Ferns), Seeds, Seed Dormancy, Factors that Break Seed Dormancy,
Germination, Parts of a Young Plant, Monocots and Dicots, Roots and Water,
Types of Roots, Water Uptake and Photosynthesis, Plant Hormones, Types of
Plant Tissues, Xylem and Phloem, Woody Plants, Leaves, Light and Plants,
Transpiration, Guard Cells, Leaf Identification, Plant Life Cycles, Seed Plant Life
Cycles, Parts of a Flower, Matured Ovaries (Fruits), Types of Fruit.
Plant Topics / Botany Unit (5th,6th,7th) Life Sciences
Next Generation Science Standards (NGSS)
MS.LS1.4 (Provide evidence / use argument to explain animal behaviors and plants structures to
increase successful reproduction)
• This is covered in seed dispersal mechanisms, Plant Life Cycles, Parts of a Flower, Fruits,
and also within seedless vascular plants.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic factors
influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are addressed
throughout. Photosynthesis and cellular respiration are described in detail. Fertilizers and
nutrients are addressed in the nitrogen and phosphorus cycles. Students also design and carry
out their own investigations with plant growth. Many of these projects will investigate how
changes in environmental factors affect plant growth / fitness.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about
photosynthesis. Students learn about how the energy flow of life comes from the sun and that
plants create sugars. What goes into and out of plants is addressed. Students learn the
biochemical processes of photosynthesis (beyond and boundary). Video and academic links,
review opportunities and more are provided.
5.PS1.1. (Develop a model that matter is made of particles too small be seen). Particles are
addressed when photosynthesis is covered.
5.PS1.1. (Support an argument that plants get the materials they need for growth chiefly from the
air and water).
• Students learn about hydroponics, see a video, and conduct an activity with hydroponics in
the classroom. Review slides and video links reinforce this standard
3-5.ETS1.1. (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson also
addresses the photosynthetic equation. Exciting video links, text, visuals, and constant review
help to reinforce. This unit does not address the Calvin Cycle in detail except by providing a
detailed video link of the biochemical processes.
MS.LS1.4 (Provide evidence / use argument to explain animal behaviors and plants structures to
increase successful reproduction)
• This is covered in seed dispersal mechanisms, Plant Life Cycles, Parts of a Flower, Fruits,
and also within seedless vascular plants.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic factors
influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are addressed
throughout. Photosynthesis and cellular respiration are described in detail. Fertilizers and
nutrients are addressed in the nitrogen and phosphorus cycles. Students also design and carry
out their own investigations with plant growth. Many of these projects will investigate how
changes in environmental factors affect plant growth / fitness.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about
photosynthesis. Students learn about how the energy flow of life comes from the sun and that
plants create sugars. What goes into and out of plants is addressed. Students learn the
biochemical processes of photosynthesis (beyond and boundary). Video and academic links,
review opportunities and more are provided.
5.PS1.1. (Develop a model that matter is made of particles too small be seen). Particles are
addressed when photosynthesis is covered.
5.PS1.1. (Support an argument that plants get the materials they need for growth chiefly from the
air and water).
• Students learn about hydroponics, see a video, and conduct an activity with hydroponics in
the classroom. Review slides and video links reinforce this standard
3-5.ETS1.1. (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson also
addresses the photosynthetic equation. Exciting video links, text, visuals, and constant review
help to reinforce. This unit does not address the Calvin Cycle in detail except by providing a
detailed video link of the biochemical processes.
Below are just a few of the typical standards that this unit addresses for those
that are interested. This unit does cover many topics / standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
Work effectively within a cooperative group setting, accepting and executing
assigned roles and responsibilities.
●Explain that most microorganisms do not cause disease and that many are
beneficial to the environment.
●Describe the reproductive process of plants, explaining some plants grow from
seed, while others grow from the parts of other plants.
●Recognize that living organisms have life cycles, which include birth, growth
and development, reproduction, and death; and explain how these life cycles
vary for different organisms.
●Describe the process of photosynthesis and explain that plants can use the
food they make immediately or store it for later use.
●Recognize that plants and animals interact with one another in various ways
besides providing food, such as seed dispersal or pollination.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair
test” of a simple scientific question.
Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Apply a variety of age-appropriate strategies to address real-life issues (e.g.,
identify factors that affect plants in a particular habitat).
●Organize observations and data into tables, charts and graphs.
●Build a concept map (or other graphic organizer) to understand a complex
problem.
that are interested. This unit does cover many topics / standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
Work effectively within a cooperative group setting, accepting and executing
assigned roles and responsibilities.
●Explain that most microorganisms do not cause disease and that many are
beneficial to the environment.
●Describe the reproductive process of plants, explaining some plants grow from
seed, while others grow from the parts of other plants.
●Recognize that living organisms have life cycles, which include birth, growth
and development, reproduction, and death; and explain how these life cycles
vary for different organisms.
●Describe the process of photosynthesis and explain that plants can use the
food they make immediately or store it for later use.
●Recognize that plants and animals interact with one another in various ways
besides providing food, such as seed dispersal or pollination.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair
test” of a simple scientific question.
Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Apply a variety of age-appropriate strategies to address real-life issues (e.g.,
identify factors that affect plants in a particular habitat).
●Organize observations and data into tables, charts and graphs.
●Build a concept map (or other graphic organizer) to understand a complex
problem.
Botany Unit (Instant Download)
-Areas of Focus: Concept “Everything is Changing” The Diversity of Life Photo
Tour, Evolution History, Scopes Monkey Trials, Darwin, Evolution, Evidences
of Evolution, Four Parts to Darwin’s Theory, Natural Selection, The
Mechanisms for Natural Selection, Divergent Evolution, Convergent Evolution,
What does it mean to be living?, Characteristics of Living Things, SPONCH,
Origins of Life (Other Theories), Origins of Life (Science Theory), Needs of
Living Things, Origins of the Universe (Timeline), Miller-Urey Experiment,
Amino Acids, How Water Aided in the Origin of Life, Human Evolution,
Hominid Features, Evidences of Human Evolution, Hominid Skulls, Ecological
Succession, Primary.Succession, Secondary Succession, Plant Succession,
Animal Succession, Stages of Ecological Succession, Events that Restart
Succession.
Tour, Evolution History, Scopes Monkey Trials, Darwin, Evolution, Evidences
of Evolution, Four Parts to Darwin’s Theory, Natural Selection, The
Mechanisms for Natural Selection, Divergent Evolution, Convergent Evolution,
What does it mean to be living?, Characteristics of Living Things, SPONCH,
Origins of Life (Other Theories), Origins of Life (Science Theory), Needs of
Living Things, Origins of the Universe (Timeline), Miller-Urey Experiment,
Amino Acids, How Water Aided in the Origin of Life, Human Evolution,
Hominid Features, Evidences of Human Evolution, Hominid Skulls, Ecological
Succession, Primary.Succession, Secondary Succession, Plant Succession,
Animal Succession, Stages of Ecological Succession, Events that Restart
Succession.
Evolution Unit / Change Topics Unit
(5th,6th,7th) Life Sciences
(5th,6th,7th) Life Sciences
Traditional standards addressed in the Evolution and Natural Selection / Change
Topics Unit
Below are just a few of the typical standards that this unit addresses for those
that are interested. This unit does cover many topics / standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact; and develop a means of sequencing this evidence.
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact, and develop a means of sequencing this evidence.
●Describe the fundamental concepts related to biological evolution, such as
biological adaptations and the diversity of species.
●Recognize that there are genetic variations among individuals in groups of
organisms and provide examples of how these variations affect the survival of an
organism.
●Recognize that only organisms that are able to reproduce can pass on their
genetic information to the next generation.
●The Earth and Earth materials, as we know them today, have developed over
long periods of time, through constant change processes.
●Recognize and explain that fossils offer evidence of plants, animals and the
nature of environments that existed long ago.
●Provide examples of how an organism’s inherited characteristics can adapt and
change over time in response to changes in the environment.
●Recognize that individuals of the same species differ in their characteristics; and
explain that sometimes these differences give individuals an advantage in
survival and reproduction.
●Compare information about fossils to living organisms and other fossils to
determine any similarities and differences.
●Recognize that similarities among organisms are found in anatomical features
and patterns of development; and explain how these can be used to infer the
degree of relatedness among organisms.
●Explain the concept of natural selection.
●Explain that in all environments, organisms with similar needs may compete with
one another for resources, including food, space, water, air, and shelter, and that
in any particular environment the growth and survival of organisms depend on the
physical conditions.
●Recognize that there are genetic variations among individuals in groups of
organisms and provide examples of how these variations affect the survival of an
organism.
●Recognize that only organisms that are able to reproduce can pass on their
genetic information to the next generation.
●Recognize that in any given environment the growth and survival of organisms
depend on the physical conditions that exist; and explain that in all environments,
organisms with similar needs may compete with one another for resources,
including food, space, water, air, and shelter.
●Recognize that humans are able to control some characteristics of plants and
animals through selective breeding; and explain how this results in small
differences between the parents and offspring, which can accumulate in
successive generations so that decedents are very different from their ancestors.
●Cite examples supporting the concept that certain traits of organisms may
provide a survival advantage in a specific environment and therefore, an
increased likelihood to produce offspring.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Topics Unit
Below are just a few of the typical standards that this unit addresses for those
that are interested. This unit does cover many topics / standards that are not
addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact; and develop a means of sequencing this evidence.
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact, and develop a means of sequencing this evidence.
●Describe the fundamental concepts related to biological evolution, such as
biological adaptations and the diversity of species.
●Recognize that there are genetic variations among individuals in groups of
organisms and provide examples of how these variations affect the survival of an
organism.
●Recognize that only organisms that are able to reproduce can pass on their
genetic information to the next generation.
●The Earth and Earth materials, as we know them today, have developed over
long periods of time, through constant change processes.
●Recognize and explain that fossils offer evidence of plants, animals and the
nature of environments that existed long ago.
●Provide examples of how an organism’s inherited characteristics can adapt and
change over time in response to changes in the environment.
●Recognize that individuals of the same species differ in their characteristics; and
explain that sometimes these differences give individuals an advantage in
survival and reproduction.
●Compare information about fossils to living organisms and other fossils to
determine any similarities and differences.
●Recognize that similarities among organisms are found in anatomical features
and patterns of development; and explain how these can be used to infer the
degree of relatedness among organisms.
●Explain the concept of natural selection.
●Explain that in all environments, organisms with similar needs may compete with
one another for resources, including food, space, water, air, and shelter, and that
in any particular environment the growth and survival of organisms depend on the
physical conditions.
●Recognize that there are genetic variations among individuals in groups of
organisms and provide examples of how these variations affect the survival of an
organism.
●Recognize that only organisms that are able to reproduce can pass on their
genetic information to the next generation.
●Recognize that in any given environment the growth and survival of organisms
depend on the physical conditions that exist; and explain that in all environments,
organisms with similar needs may compete with one another for resources,
including food, space, water, air, and shelter.
●Recognize that humans are able to control some characteristics of plants and
animals through selective breeding; and explain how this results in small
differences between the parents and offspring, which can accumulate in
successive generations so that decedents are very different from their ancestors.
●Cite examples supporting the concept that certain traits of organisms may
provide a survival advantage in a specific environment and therefore, an
increased likelihood to produce offspring.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.LS4.1 (Interpret data for patterns in the fossil record that show the existence, diversity,
extinction, and change of life throughout earth history. This should be under the assumption
that natural laws operate today as they did in the past).
• Students see hundreds of visuals showing the diversity and changes in life throughout
earth system history as they explore each unit of time. Uniformitarianism that the laws of nature
don’t change over time is addressed throughout. Changes and advancements in anatomical
structures are addressed throughout. Geological eras and names of species go beyond the
boundary.
MS.LS4.2 (Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and fossils to infer an evolutionary relationship).
• This standard is addressed throughout the entire unit. Visuals, notes, video links,
questions, and more infer the connection.
MS.LS4.2 (Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and fossils to infer an evolutionary relationship).
• This standard is addressed throughout the entire unit. Visuals, notes, video links,
questions, and more infer the connection.
MS.LS4.2 (Analyze displays to compare patterns of similarities in the embryological
development across multiple species to identify relationships that don’t appear as obvious in the
adult).
• Pictures of human, fish, cat, and chicken embryos are shown. Students must try and
decide which picture matches the correct organisms. Other slides show similarities in
embryological development in a step by step approach.
MS.LS4.1 (Interpret data for patterns in the fossil record that show the existence, diversity,
extinction, and change of life throughout earth history. This should be under the assumption
that natural laws operate today as they did in the past).
• Students see hundreds of visuals showing the diversity and changes in life throughout
earth system history as they explore each unit of time. Uniformitarianism that the laws of nature
don’t change over time is addressed throughout. Changes and advancements in anatomical
structures are addressed throughout. Geological eras and names of species go beyond the
boundary.
MS.LS4.2 (Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and fossils to infer an evolutionary relationship).
• This standard is addressed throughout the entire unit. Visuals, notes, video links,
questions, and more infer the connection.
MS.LS4.2 (Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and fossils to infer an evolutionary relationship).
• This standard is addressed throughout the entire unit. Visuals, notes, video links,
questions, and more infer the connection.
MS.LS4.2 (Analyze displays to compare patterns of similarities in the embryological
development across multiple species to identify relationships that don’t appear as obvious in the
adult).
• Pictures of human, fish, cat, and chicken embryos are shown. Students must try and
decide which picture matches the correct organisms. Other slides show similarities in
embryological development in a step by step approach.
MS.LS4.4 (Construct explanations based on evidence that describes how genetic variations of
traits in a population increase some individuals’ chance of surviving and reproducing in a
specific environment).
• This standard is addressed throughout. Hundreds of slides, video links, and specific
examples are addressed. Several exciting activities have students compete for resources and
those who have specific advantage (trait / adaptation) collect enough food to reproduce.
MS.LS4.6 (Use mathematical models to support explanations of how natural selection leads to
increases and decreases of specific traits in populations over time).
• A neat activity called Bear eating monsters has student’s record changes in two bear
populations. Sad bears (Teddy Grahams with hands down) are selected for survival over
Happy Bears (Teddy Grahams with hands up) over time. Students graph the population
changes over several generations.
HS.LS4.1 (Communicate scientific information that common ancestry and biological evolution
are supported by multiple lines of evidence).
• Students learn several lines of evidence to support evolution of species. Students
investigate similarities in DNA, similarities in anatomical structures and distribution,
embryological development, and much more. Visuals, activities, video links, and much more are
provided.
HS.LS4.2 (Construct an explanation based on evidence that the process of evolution primarily
results from four factors: (1) the potential for a species to increase in number, (2) the heritable
genetic variation of individuals in a species due to mutation and sexual reproduction, (3)
competition for limited resources, and (4) the proliferation of those organisms that are better
able to survive and reproduce in the environment.
• This standard is addressed throughout and reviewed several times. Activities, visuals,
video links, activities, address this important standard.
HS.LS4.3 (Apply concepts of statistics and probability to support explanations that organisms
with an advantageous heritable trait tend to increase in proportion to organisms lacking this
trait).
• Students conduct a number of activities that have favorable traits lead to survival while
unfavorable traits lead to decreases in the population. One of my favorite activities has the
students examine two bear populations (teddy grahams). One population (Happy Bears -teddy
grahams with arms up) ends up going extinct with the more suited Sad Bear (arms down)
increasing in population.
HS.LS4.4 (Construct an explanation based on evidence for how natural selection leads to
adaptation of populations).
• Covered throughout unit with activities, text, visuals, video links, review, and more.
HS.LS4.4 (Evaluate the evidence supporting claims that changes in the environment may result
in an increase in the number of individuals of some species, the emergence of new species,
and the extinction of other species).
• This standard is addressed throughout using visuals, graphs, video links, activities, and
more. One such activity has the students create a more accurate / Darwin driven children’s
story on how an animal got its cool anatomical adaption. Earth system history / extinction
events, many visuals, and constant review are covered throughout.
traits in a population increase some individuals’ chance of surviving and reproducing in a
specific environment).
• This standard is addressed throughout. Hundreds of slides, video links, and specific
examples are addressed. Several exciting activities have students compete for resources and
those who have specific advantage (trait / adaptation) collect enough food to reproduce.
MS.LS4.6 (Use mathematical models to support explanations of how natural selection leads to
increases and decreases of specific traits in populations over time).
• A neat activity called Bear eating monsters has student’s record changes in two bear
populations. Sad bears (Teddy Grahams with hands down) are selected for survival over
Happy Bears (Teddy Grahams with hands up) over time. Students graph the population
changes over several generations.
HS.LS4.1 (Communicate scientific information that common ancestry and biological evolution
are supported by multiple lines of evidence).
• Students learn several lines of evidence to support evolution of species. Students
investigate similarities in DNA, similarities in anatomical structures and distribution,
embryological development, and much more. Visuals, activities, video links, and much more are
provided.
HS.LS4.2 (Construct an explanation based on evidence that the process of evolution primarily
results from four factors: (1) the potential for a species to increase in number, (2) the heritable
genetic variation of individuals in a species due to mutation and sexual reproduction, (3)
competition for limited resources, and (4) the proliferation of those organisms that are better
able to survive and reproduce in the environment.
• This standard is addressed throughout and reviewed several times. Activities, visuals,
video links, activities, address this important standard.
HS.LS4.3 (Apply concepts of statistics and probability to support explanations that organisms
with an advantageous heritable trait tend to increase in proportion to organisms lacking this
trait).
• Students conduct a number of activities that have favorable traits lead to survival while
unfavorable traits lead to decreases in the population. One of my favorite activities has the
students examine two bear populations (teddy grahams). One population (Happy Bears -teddy
grahams with arms up) ends up going extinct with the more suited Sad Bear (arms down)
increasing in population.
HS.LS4.4 (Construct an explanation based on evidence for how natural selection leads to
adaptation of populations).
• Covered throughout unit with activities, text, visuals, video links, review, and more.
HS.LS4.4 (Evaluate the evidence supporting claims that changes in the environment may result
in an increase in the number of individuals of some species, the emergence of new species,
and the extinction of other species).
• This standard is addressed throughout using visuals, graphs, video links, activities, and
more. One such activity has the students create a more accurate / Darwin driven children’s
story on how an animal got its cool anatomical adaption. Earth system history / extinction
events, many visuals, and constant review are covered throughout.
Evolution / Natural Selection Unit
-Areas of Focus within The Taxonomy and Classification Unit: Taxonomy,
Classification, Need for Taxonomy vs. Common Names, What is a Species?,
Dichotomous Keys, What does Classification Use?, The Domains of Life,
Kingdoms of Life, The 8 Taxonomic Ranks, Humans Taxonomic Classification,
Kingdom Monera, Prokaryotic Cells, Types of Eubacteria, Bacteria Classification,
Gram Staining, Bacterial Food Borne Illnesses, Penicillin and Antiseptic, Oral
Hygiene and Plaque, Bacterial Reproduction (Binary Fission), Asexual
Reproduction, Positives and Negatives of Bacteria, Protista, Plant-like Protists,
Animal-like Protists, Fungi-like Protists, Animalia, Characteristics of Animalia,
Animal Symmetry, Phylums of Animalia (Extensive), Classes of Chordata,
Mammals, Subclasses of Mammals, Characteristics of Mammals, Fungi,
Positives and Negatives of Fungi, Divisions of Fungi (Extensive), Parts of a
Mushroom, 3 Roles of Fungi, Fungi Reproduction, Mold Prevention, Plant
Divisions, Cool Facts about Plants, Plant Evolution, (Protist), Lichens
Non-Vascular Plants, Bryophytes, Seedless Vascular Plants (Ferns), Woody
Plants, Leaves, Light and Plants, Transpiration, Guard Cells, Leaf Identification,
Plant Life Cycles, Seed Plant Life Cycles, Parts of a Flower, Matured Ovaries
(Fruits), Types of Fruit.
Classification, Need for Taxonomy vs. Common Names, What is a Species?,
Dichotomous Keys, What does Classification Use?, The Domains of Life,
Kingdoms of Life, The 8 Taxonomic Ranks, Humans Taxonomic Classification,
Kingdom Monera, Prokaryotic Cells, Types of Eubacteria, Bacteria Classification,
Gram Staining, Bacterial Food Borne Illnesses, Penicillin and Antiseptic, Oral
Hygiene and Plaque, Bacterial Reproduction (Binary Fission), Asexual
Reproduction, Positives and Negatives of Bacteria, Protista, Plant-like Protists,
Animal-like Protists, Fungi-like Protists, Animalia, Characteristics of Animalia,
Animal Symmetry, Phylums of Animalia (Extensive), Classes of Chordata,
Mammals, Subclasses of Mammals, Characteristics of Mammals, Fungi,
Positives and Negatives of Fungi, Divisions of Fungi (Extensive), Parts of a
Mushroom, 3 Roles of Fungi, Fungi Reproduction, Mold Prevention, Plant
Divisions, Cool Facts about Plants, Plant Evolution, (Protist), Lichens
Non-Vascular Plants, Bryophytes, Seedless Vascular Plants (Ferns), Woody
Plants, Leaves, Light and Plants, Transpiration, Guard Cells, Leaf Identification,
Plant Life Cycles, Seed Plant Life Cycles, Parts of a Flower, Matured Ovaries
(Fruits), Types of Fruit.
Taxonomy and Classification Unit
(6th,7th,8th,9th,10th) Life Sciences
(6th,7th,8th,9th,10th) Life Sciences
Below are just a few of the typical standards that this unit addresses for those that are interested. This unit does cover many topics / standards that are not addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Identify ways in which living things can be grouped and organized, such as taxonomic groups of plants, animals and fungi.
●Categorize organisms into kingdoms according to their shared characteristics.
●Identify ways in which living things can be grouped and organized, such as taxonomic groups of plants, animals and fungi.
●Recognize that all living things are composed of cells, and explain that while many organisms are single celled, such as yeast, others, including
●Explain that the way in which cells function is similar in all organisms.
●Recognize that reproduction is a characteristic of all living things and is essential to the continuation of a species.
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Recognize that similarities among organisms are found in anatomical features and patterns of development; and explain how these can be used to infer the degree of relatedness
among organisms.
●Differentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come from one parent, while in organisms requiring two sexes to
reproduce, typically half the genes come from each parent.
●Explain that a species of sexually reproducing organisms is comprised of all the organisms that can mate to produce fertile offspring.
●Explain that in sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male in a process called fertilization.
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures,
anatomical features).
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level, using cell wall composition, DNA structure, and other biochemical pathways.
●Identify plants and animals according to binomial nomenclature.
●Explain that organisms that possess similar DNA code are more closely related than those in which DNA varies greatly.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Explain how symmetry (or the lack of it) may determine properties of many objects, from molecules and crystals to organisms and designed structures.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Identify ways in which living things can be grouped and organized, such as taxonomic groups of plants, animals and fungi.
●Categorize organisms into kingdoms according to their shared characteristics.
●Identify ways in which living things can be grouped and organized, such as taxonomic groups of plants, animals and fungi.
●Recognize that all living things are composed of cells, and explain that while many organisms are single celled, such as yeast, others, including
●Explain that the way in which cells function is similar in all organisms.
●Recognize that reproduction is a characteristic of all living things and is essential to the continuation of a species.
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Recognize that similarities among organisms are found in anatomical features and patterns of development; and explain how these can be used to infer the degree of relatedness
among organisms.
●Differentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come from one parent, while in organisms requiring two sexes to
reproduce, typically half the genes come from each parent.
●Explain that a species of sexually reproducing organisms is comprised of all the organisms that can mate to produce fertile offspring.
●Explain that in sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male in a process called fertilization.
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Use a model, classification system, or dichotomous key to illustrate, compare, or interpret possible relationships among groups of organisms (e.g., internal and external structures,
anatomical features).
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level, using cell wall composition, DNA structure, and other biochemical pathways.
●Identify plants and animals according to binomial nomenclature.
●Explain that organisms that possess similar DNA code are more closely related than those in which DNA varies greatly.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Explain how symmetry (or the lack of it) may determine properties of many objects, from molecules and crystals to organisms and designed structures.
Areas of Focus: Infectious Diseases through History, Viruses, structure of a
virus, Size of Viruses, Computer Viruses, Viral Reproduction, Are Viruses
Living?, Types of Viruses, Lytic Viruses, Lysogenic Viruses, Types of Bacteria,
Size of Bacteria, Bacteria Identification, Gram Staining, Food Borne Illnesses
and Prevention, Antibiotics, Antiseptics and Cleaning Injuries, Tooth Decay,
Dental Hygiene, Bacterial Reproduction, Positives and Negatives of Bacteria,
Immune System, Parasitism, types of parasites, Disease are Spread by..,
Treatment for Viruses, Virus Prevention, HIV, HIV Prevention, AIDS, STD's,
and much more.
virus, Size of Viruses, Computer Viruses, Viral Reproduction, Are Viruses
Living?, Types of Viruses, Lytic Viruses, Lysogenic Viruses, Types of Bacteria,
Size of Bacteria, Bacteria Identification, Gram Staining, Food Borne Illnesses
and Prevention, Antibiotics, Antiseptics and Cleaning Injuries, Tooth Decay,
Dental Hygiene, Bacterial Reproduction, Positives and Negatives of Bacteria,
Immune System, Parasitism, types of parasites, Disease are Spread by..,
Treatment for Viruses, Virus Prevention, HIV, HIV Prevention, AIDS, STD's,
and much more.
Infectious Diseases Unit (7th,8th,9th,10th) Life Sciences
Below are just a few of the typical standards that this unit addresses for those that are
interested. This unit does cover many topics, standards, and concepts that are not described
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and
reflecting on the observations.
●Explain that the human body has ways to defend itself against disease causing organisms and
describe how defenders, including tears, saliva, the skin, some blood cells and stomach
secretions support the defense process.
●Recognize that there are some diseases that human beings can only get once, and explain
how many diseases can be prevented by vaccination.
interested. This unit does cover many topics, standards, and concepts that are not described
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and
reflecting on the observations.
●Explain that the human body has ways to defend itself against disease causing organisms and
describe how defenders, including tears, saliva, the skin, some blood cells and stomach
secretions support the defense process.
●Recognize that there are some diseases that human beings can only get once, and explain
how many diseases can be prevented by vaccination.
●Explain how vaccines induce the body to build immunity to a disease without actually causing the disease itself.
●Recognize a healthy body cannot fight all germs that invade it, and explain how some germs interfere with the body’s defenses.
●Recognize that the length and quality of human life are influenced by many factors, including sanitation, diet, medical care, gender, genes, environmental conditions, and personal
health behaviors.
●Provide examples of early health care technology that helped to extend the life expectancy of humans, such as the discovery of penicillin, sterilization of surgical instruments.
●Differentiate between vaccines, which help prevent diseases from developing and spreading, and medicines, which relieve symptoms or cure diseases.
●Recognize that the quality of personal health can be influenced by society and technology.
●Explain how proper food preparation and appropriate food handling practices can maintain the safety and quality of food.
●Recognize that humans can spread germs that cause disease.
●Recognize that there are some diseases that human beings can only get once; and explain how many diseases can be prevented by vaccination.
●Describe the function of white blood cells and explain how they support the body’s defense system.
●Explain how the immune system functions to prevent and fight disease.
●Organize observations and data into tables, charts and graphs.
●Describe how viruses, bacteria, fungi, and parasites may affect the human body and provide examples of how they can interfere with normal body function.
●Recognize a healthy body cannot fight all germs that invade it, and explain how some germs interfere with the body’s defenses.
●Recognize that the length and quality of human life are influenced by many factors, including sanitation, diet, medical care, gender, genes, environmental conditions, and personal
health behaviors.
●Provide examples of early health care technology that helped to extend the life expectancy of humans, such as the discovery of penicillin, sterilization of surgical instruments.
●Differentiate between vaccines, which help prevent diseases from developing and spreading, and medicines, which relieve symptoms or cure diseases.
●Recognize that the quality of personal health can be influenced by society and technology.
●Explain how proper food preparation and appropriate food handling practices can maintain the safety and quality of food.
●Recognize that humans can spread germs that cause disease.
●Recognize that there are some diseases that human beings can only get once; and explain how many diseases can be prevented by vaccination.
●Describe the function of white blood cells and explain how they support the body’s defense system.
●Explain how the immune system functions to prevent and fight disease.
●Organize observations and data into tables, charts and graphs.
●Describe how viruses, bacteria, fungi, and parasites may affect the human body and provide examples of how they can interfere with normal body function.
Infectious Diseases Unit (Download)
Cellular Biology Unit (8th,9th,10th) Life Sciences
-Areas of Focus within the Cellular Biology Unit -What is SPONCH?,
SPONCH, Biologically Important Molecules, % of SPONCH in Living Things,
What does it mean to be living?, Characteristics of Living Things, Needs of
Living Things, Cellular Biology, History of Cellular Biology, Modern Cell Theory,
Types of Cells, Prokaryotic Cells, Eukaryotic Cells, Cellular Organelles, Cell
Wall, Plasma Membrane, Passive Transport, Diffusion, Osmosis, Active
Transport, The Nucleus, Chromatin / Chromosomes, Nucleolus, Nuclear
Membrane, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum,
Ribosomes, Protein Synthesis, Golgi Apparatus, Lysosomes, Cytoskeleton /
Microtubules / Microfilaments, Centrioles, Plastid, Mitochondria, Vacuoles,
Organelles by real images.
SPONCH, Biologically Important Molecules, % of SPONCH in Living Things,
What does it mean to be living?, Characteristics of Living Things, Needs of
Living Things, Cellular Biology, History of Cellular Biology, Modern Cell Theory,
Types of Cells, Prokaryotic Cells, Eukaryotic Cells, Cellular Organelles, Cell
Wall, Plasma Membrane, Passive Transport, Diffusion, Osmosis, Active
Transport, The Nucleus, Chromatin / Chromosomes, Nucleolus, Nuclear
Membrane, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum,
Ribosomes, Protein Synthesis, Golgi Apparatus, Lysosomes, Cytoskeleton /
Microtubules / Microfilaments, Centrioles, Plastid, Mitochondria, Vacuoles,
Organelles by real images.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics, standards, and concepts that are
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Recognize that cells use energy, which they obtain from food, to conduct the
functions necessary to sustain life, such as cell growth.
●Recognize that the human cells found in tissues and organs are similar to those of
other animals, but somewhat different from cells found in plants.
●Describe the process of photosynthesis and explain that plants can use the food
they make immediately or store it for later use.
●Explain that the way in which cells function is similar in all organisms.
●Recognize that cells use energy obtain from food, to conduct the functions
necessary to sustain life, such as cell growth.
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level,
using cell wall composition, DNA structure, and other biochemical pathways.
●Differentiate between prokaryotic and eukaryotic cells according to general
structure and degrees of complexity.
●Use data and observation to make connections between, to explain, or to justify
how specific cell organelles produce/regulate what the cell needs or what a
unicellular or multi-cellular organism needs for survival (e.g., protein synthesis, DNA
transport, nerve cells).
●Organize observations and data into tables, charts and graphs.
are interested. This unit does cover many topics, standards, and concepts that are
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Recognize that cells use energy, which they obtain from food, to conduct the
functions necessary to sustain life, such as cell growth.
●Recognize that the human cells found in tissues and organs are similar to those of
other animals, but somewhat different from cells found in plants.
●Describe the process of photosynthesis and explain that plants can use the food
they make immediately or store it for later use.
●Explain that the way in which cells function is similar in all organisms.
●Recognize that cells use energy obtain from food, to conduct the functions
necessary to sustain life, such as cell growth.
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level,
using cell wall composition, DNA structure, and other biochemical pathways.
●Differentiate between prokaryotic and eukaryotic cells according to general
structure and degrees of complexity.
●Use data and observation to make connections between, to explain, or to justify
how specific cell organelles produce/regulate what the cell needs or what a
unicellular or multi-cellular organism needs for survival (e.g., protein synthesis, DNA
transport, nerve cells).
●Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.LS1.1 (Conduct a study to provide evidence that living things are made of cells. Either
unicellular or multicellular and with many types of cells).
• A neat activity explores “sewer lice” (raisins in ginger ale) and the students believe they
are living. The lesson covers what makes something living. Cells are then introduced and
students conduct a study comparing cheek cell and onion cell. During this time, I also provide a
slide to examine pond water. Unicellular vs. multicellular is addressed. The many different
types of cell are also described with images.
MS.LS1.2 (Develop and use a model to describe the function of a cell as a whole and how parts
of the cell contribute to function).
• Students learn FFF “Form Follows Function” in the beginning of the unit with some
exercises and this theme is carried throughout the unit. Students besides learning how Form
Follows Function for each organelle throughout the unit also create a cell city that examines
how each organelle contributes to the cells function as a whole. This boundary is exceeded as
students will learn the biochemical processes of photosynthesis and respiration.
MS.LS1.1 (Conduct a study to provide evidence that living things are made of cells. Either
unicellular or multicellular and with many types of cells).
• A neat activity explores “sewer lice” (raisins in ginger ale) and the students believe they
are living. The lesson covers what makes something living. Cells are then introduced and
students conduct a study comparing cheek cell and onion cell. During this time, I also provide a
slide to examine pond water. Unicellular vs. multicellular is addressed. The many different
types of cell are also described with images.
MS.LS1.2 (Develop and use a model to describe the function of a cell as a whole and how parts
of the cell contribute to function).
• Students learn FFF “Form Follows Function” in the beginning of the unit with some
exercises and this theme is carried throughout the unit. Students besides learning how Form
Follows Function for each organelle throughout the unit also create a cell city that examines
how each organelle contributes to the cells function as a whole. This boundary is exceeded as
students will learn the biochemical processes of photosynthesis and respiration.
MS.LS1.3 (Support with evidence how the body is a system of interacting subsystems
composed of groups of cells).
• Students learn levels of biological organization and create a step by step drawing of the
each level. Many review slides with visuals help reinforce this standard.
MS.LS1.3 (Support with evidence how the body is a system of interacting subsystems
composed of groups of cells).
• Students learn levels of biological organization and create a step by step drawing of the
each level. Many review slides with visuals help reinforce this standard.
MS.LS1.8 (Gather and Synthesize information that sensory receptors respond to stimuli by
sending messages to the brain).
• This standard is addressed heavily in the nervous system portion of the human body
systems and health topics unit.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about
photosynthesis after they learn about plastids / chloroplasts. Students learn about how the
energy flow of life comes from the sun and that plants create sugars. What goes into and out of
plants is addressed. Students learn the biochemical processes of photosynthesis (beyond and
boundary). Video and academic links, review opportunities and more are provided.
composed of groups of cells).
• Students learn levels of biological organization and create a step by step drawing of the
each level. Many review slides with visuals help reinforce this standard.
MS.LS1.3 (Support with evidence how the body is a system of interacting subsystems
composed of groups of cells).
• Students learn levels of biological organization and create a step by step drawing of the
each level. Many review slides with visuals help reinforce this standard.
MS.LS1.8 (Gather and Synthesize information that sensory receptors respond to stimuli by
sending messages to the brain).
• This standard is addressed heavily in the nervous system portion of the human body
systems and health topics unit.
MS.LS1.6 (Create an explanation from evidence for the role of photosynthesis in the cycling of
matter and flow of energy into and out of organisms).
• This standard is addressed heavily as students visit many interactive slides about
photosynthesis after they learn about plastids / chloroplasts. Students learn about how the
energy flow of life comes from the sun and that plants create sugars. What goes into and out of
plants is addressed. Students learn the biochemical processes of photosynthesis (beyond and
boundary). Video and academic links, review opportunities and more are provided.
MS.LS1.7 (Create model to describe how food is rearranged through chemical reactions forming new molecules that support growth and / or release energy).
• Cellular respiration is described in this unit just after mitochondria organelle is described. Student’s record notes, answer questions, see video and academic links. The
biochemical process is described and reviewed in a step by step process (beyond the boundary). The remainder of this standard is covered in the digestive system portion of the
human body unit.
HS.LS1.1 (Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which out the essential function of life through specialized
cells.)
• Transcription and Translation are described in detail with visuals, text slides, video links, review opportunities and more. Proteins synthesis is covered in detail, as are the
important roles of protein in the body.
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson also addresses the photosynthetic equation. Exciting video links, text, visuals, and constant
review help to reinforce. This unit does not address the Calvin Cycle in detail except by providing a detailed video links of the biochemical processes in photosynthesis.
HS.LS1.7 (Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new
compounds are formed and result in a transfer of energy).
• The inputs of and outputs of cellular respiration are addressed in detail. This unit does not go in the biochemical processes of the citric acid cycle in detail but does provide
visuals, and video / academic links.
• Cellular respiration is described in this unit just after mitochondria organelle is described. Student’s record notes, answer questions, see video and academic links. The
biochemical process is described and reviewed in a step by step process (beyond the boundary). The remainder of this standard is covered in the digestive system portion of the
human body unit.
HS.LS1.1 (Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which out the essential function of life through specialized
cells.)
• Transcription and Translation are described in detail with visuals, text slides, video links, review opportunities and more. Proteins synthesis is covered in detail, as are the
important roles of protein in the body.
HS.LS1.3 (Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy).
• Students create a detailed sketch of what goes into and out plants. The lesson also addresses the photosynthetic equation. Exciting video links, text, visuals, and constant
review help to reinforce. This unit does not address the Calvin Cycle in detail except by providing a detailed video links of the biochemical processes in photosynthesis.
HS.LS1.7 (Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new
compounds are formed and result in a transfer of energy).
• The inputs of and outputs of cellular respiration are addressed in detail. This unit does not go in the biochemical processes of the citric acid cycle in detail but does provide
visuals, and video / academic links.
Cellular Biology Unit (Instant Download)
-Areas of Focus within The DNA and Genetics Unit: DNA, DNA Extraction,
Structure of DNA, Discovery of the Double Helix, Rosalind Franklin,
Nucleotides, RNA, Cell Division, Mitosis, Phases of Mitosis, Chromosomes,
Cancer, Ways to Avoid Cancer, What is Inside a Cigarette?, Facts about
Smoking?, Anti-Smoking Ads, Meiosis, Phases in Meiosis, Mendelian
Genetics, Gregor Mendel, Punnett Squares, Probability, Dihybrid Cross,
Codominance, Incomplete dominance, Bio-Ethics, GMO’s, Genetic Disorders,
Stem Cell Debate, Cloning Debate.
Structure of DNA, Discovery of the Double Helix, Rosalind Franklin,
Nucleotides, RNA, Cell Division, Mitosis, Phases of Mitosis, Chromosomes,
Cancer, Ways to Avoid Cancer, What is Inside a Cigarette?, Facts about
Smoking?, Anti-Smoking Ads, Meiosis, Phases in Meiosis, Mendelian
Genetics, Gregor Mendel, Punnett Squares, Probability, Dihybrid Cross,
Codominance, Incomplete dominance, Bio-Ethics, GMO’s, Genetic Disorders,
Stem Cell Debate, Cloning Debate.
DNA and Genetics Unit
(8th,9th,10th) Life Sciences
(8th,9th,10th) Life Sciences
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics, standards, and concepts that are
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Explain that cells repeatedly divide to make more cells for growth and repair.
●Explain that the same genetic information is copied in each cell of a new organism.
●Recognize similarities and individual differences among people, and that children
closely resemble their parents.
●Explain that cells repeatedly divide to make more cells for growth and repair.
●Explain that the same genetic information is copied in each cell of a new organism.
●Differentiate between asexual and sexual reproduction, and explain that in some
kinds of organisms, all the genes come from one parent, while in organisms requiring
two sexes to reproduce, typically half the genes come from each parent.
●Explain that in sexual reproduction, a single specialized cell from a female merges
with a specialized cell from a male in a process called fertilization.
●Explain that the fertilized egg cell, carrying genetic information from each parent,
multiplies to form the complete organism.
●Compare and contrast sexual reproduction with asexual reproduction.
●Using data provided, select evidence that supports the concept that genetic
information is passed on from both parents to offspring.
●Recognize that hereditary information is contained in genes, which are located in
the chromosomes of each cell; and explain that inherited traits can be determined by
either one or many genes, and that a single gene can influence more than one trait,
such as eye and hair color.
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level,
using cell wall composition, DNA structure, and other biochemical pathways.
●Compare the processes of mitosis and meiosis, including disruptions to the cycles,
such as disease or cancer.
●Describe the chemical and structural properties of DNA and explain its role in
identifying the characteristics of an organism.
●Explain the concepts of Mendelian genetics.
●Use pedigree charts and Punnett Squares to determine patterns of inheritance.
●Given a scenario, provide evidence that demonstrates how sexual reproduction
results in a great variety of possible gene combinations and contributes to natural
selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease).
Organize observations and data into tables, charts and graphs.
are interested. This unit does cover many topics, standards, and concepts that are
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Explain that cells repeatedly divide to make more cells for growth and repair.
●Explain that the same genetic information is copied in each cell of a new organism.
●Recognize similarities and individual differences among people, and that children
closely resemble their parents.
●Explain that cells repeatedly divide to make more cells for growth and repair.
●Explain that the same genetic information is copied in each cell of a new organism.
●Differentiate between asexual and sexual reproduction, and explain that in some
kinds of organisms, all the genes come from one parent, while in organisms requiring
two sexes to reproduce, typically half the genes come from each parent.
●Explain that in sexual reproduction, a single specialized cell from a female merges
with a specialized cell from a male in a process called fertilization.
●Explain that the fertilized egg cell, carrying genetic information from each parent,
multiplies to form the complete organism.
●Compare and contrast sexual reproduction with asexual reproduction.
●Using data provided, select evidence that supports the concept that genetic
information is passed on from both parents to offspring.
●Recognize that hereditary information is contained in genes, which are located in
the chromosomes of each cell; and explain that inherited traits can be determined by
either one or many genes, and that a single gene can influence more than one trait,
such as eye and hair color.
●Differentiate between prokaryotic and eukaryotic cells at the biochemical level,
using cell wall composition, DNA structure, and other biochemical pathways.
●Compare the processes of mitosis and meiosis, including disruptions to the cycles,
such as disease or cancer.
●Describe the chemical and structural properties of DNA and explain its role in
identifying the characteristics of an organism.
●Explain the concepts of Mendelian genetics.
●Use pedigree charts and Punnett Squares to determine patterns of inheritance.
●Given a scenario, provide evidence that demonstrates how sexual reproduction
results in a great variety of possible gene combinations and contributes to natural
selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease).
Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.LS3.1 (Develop and use a model to describe why changes to genes affect proteins and
may result in harmful, beneficial, or neutral effects to an organism)
• Transcription, Translation, and Protein Synthesis are covered throughout. See Cell Unit
as well. This standard is also described in the Cancer / Anti-tobacco portion, and again within
Genetic Disorders portion. Punnett Squares are also provided that describe Down Syndrome,
Klinefelters, and Turners Syndrome
MS.LS3.2 (Develop and use a model to describe difference between sexual and asexual
reproduction and how sexual reproduction results in genetic variation).
• Students create a step by step diagram of sexual reproduction on the cellular level.
Students also learn about asexual reproduction and explore several methods used in the
animal world. More about asexual reproduction is covered in the Taxonomy and Classification
Unit. Students also become familiar using Punnett squares. Several of the Punnett square
activities have students
MS.LS3.1 (Develop and use a model to describe why structure changes to genes (mutations)
located on chromosomes may affect proteins and may result in harmful or beneficial effects to
the structure of and function of the organisms).
• Students learn about how factors such as smoking can create changes in DNA and lead
to cancers. Students spend considerable time learning about transcription and translation.
This standard is also covered in the evolution and natural selection unit with an emphasis on
how changes in genes within a population change the population over time.
HS.LS1.4 (Use a model to illustrate the role of cellular division (mitosis) and differentiation in
producing a complex organism).
• Students learn the importance of mitosis in producing complex organisms. Visuals
comparing unicellular to multicellular are shown. The steps of mitosis go beyond the boundary
and students learn the steps in detail without the need for memorization.
HS.LS3.1 (Ask questions to clarify the relationships about the role of DNA and chromosomes in
coding the instructions for characteristic traits passed from parents to offspring).
• This standard is covered and reviewed throughout the entire unit. Slides, visuals, video
links, activities and more are provided.
HS.LS3.2 (Make and defend a claim based on evidence that inheritable and genetic variations
may result from new genetic combinations through meiosis, or errors that occurred during
replication or mutations caused by the environment).
• Students learn about DNA replication, transcription, and meiosis in detail. Mutations are
addressed in genetic disorders, and also in the cancer / anti-smoking portion of the unit. Many
environment factors such as smoking, UV exposure, diet, and much are addressed as causing
cancers. Phases of meiosis are provided in detail.
HS.LS3.3 (Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in population).
• Students learn about basic genetics in detail. Probability is discussed and students
complete a number of activities that show how traits can change in a population. One my
favorite examples of this standard is when students follow the PowerPoint to complete a series
of Punnett squares to see how fur color changes after several rounds of inbreeding mice. This
standard is addressed throughout.
MS.LS3.1 (Develop and use a model to describe why changes to genes affect proteins and
may result in harmful, beneficial, or neutral effects to an organism)
• Transcription, Translation, and Protein Synthesis are covered throughout. See Cell Unit
as well. This standard is also described in the Cancer / Anti-tobacco portion, and again within
Genetic Disorders portion. Punnett Squares are also provided that describe Down Syndrome,
Klinefelters, and Turners Syndrome
MS.LS3.2 (Develop and use a model to describe difference between sexual and asexual
reproduction and how sexual reproduction results in genetic variation).
• Students create a step by step diagram of sexual reproduction on the cellular level.
Students also learn about asexual reproduction and explore several methods used in the
animal world. More about asexual reproduction is covered in the Taxonomy and Classification
Unit. Students also become familiar using Punnett squares. Several of the Punnett square
activities have students
MS.LS3.1 (Develop and use a model to describe why structure changes to genes (mutations)
located on chromosomes may affect proteins and may result in harmful or beneficial effects to
the structure of and function of the organisms).
• Students learn about how factors such as smoking can create changes in DNA and lead
to cancers. Students spend considerable time learning about transcription and translation.
This standard is also covered in the evolution and natural selection unit with an emphasis on
how changes in genes within a population change the population over time.
HS.LS1.4 (Use a model to illustrate the role of cellular division (mitosis) and differentiation in
producing a complex organism).
• Students learn the importance of mitosis in producing complex organisms. Visuals
comparing unicellular to multicellular are shown. The steps of mitosis go beyond the boundary
and students learn the steps in detail without the need for memorization.
HS.LS3.1 (Ask questions to clarify the relationships about the role of DNA and chromosomes in
coding the instructions for characteristic traits passed from parents to offspring).
• This standard is covered and reviewed throughout the entire unit. Slides, visuals, video
links, activities and more are provided.
HS.LS3.2 (Make and defend a claim based on evidence that inheritable and genetic variations
may result from new genetic combinations through meiosis, or errors that occurred during
replication or mutations caused by the environment).
• Students learn about DNA replication, transcription, and meiosis in detail. Mutations are
addressed in genetic disorders, and also in the cancer / anti-smoking portion of the unit. Many
environment factors such as smoking, UV exposure, diet, and much are addressed as causing
cancers. Phases of meiosis are provided in detail.
HS.LS3.3 (Apply concepts of statistics and probability to explain the variation and distribution of
expressed traits in population).
• Students learn about basic genetics in detail. Probability is discussed and students
complete a number of activities that show how traits can change in a population. One my
favorite examples of this standard is when students follow the PowerPoint to complete a series
of Punnett squares to see how fur color changes after several rounds of inbreeding mice. This
standard is addressed throughout.
DNA and Genetics Unit (Instant Download)
Human Body Systems and Health Topics Unit
(7th,8th,9th,10th) Life Sciences and Health
(7th,8th,9th,10th) Life Sciences and Health
Areas of focus: Form Follows Function concept spread throughout. Levels of biological
organization, cell basics, cells of the body, tissues, organs, organ systems, homeostasis, functions
of the skeletal system, categories of bones, marrow, bones of the human body, bone disease,
types of joints, muscular system, connective tissues, ligaments, tendons, muscles and energy use,
types of muscle tissue, muscle fibers and movement, common muscles, biological molecules and
important nutrients to the body (extensive), learning the contents of junk food, calories, obesity, fast
food, eating disorders, anabolic steroids, digestive system, mechanical and chemical digestion,
taste, enzymes, swallowing reflex, esophagus and peristalsis, organs of the GI Tract, focus on
chemical digestion, duodenum, stomach, pancreas, liver, gall bladder, small intestine, villi and
surface area, large intestine, appendix, rectum, cardiovascular system, cellular respiration,
functions of the circulatory system, movement of blood, focus on the heart, blood vessels,
cardiovascular disease, contents of blood, blood types, functions of the respiratory system, the
nose, epiglottis, larynx and vocal cords, trachea, bronchus, lungs, alveoli, diaphragm, lung
capacity, dangers of smoking, cancer, how to avoid cancer, skin cancer, what's inside a cigarette,
smoking and advertising, excretory system, kidneys, urine, inside the nephron, ureters, bladder,
urethra, kidney's role in detoxifying, cirrhosis of the liver, integumentary system (skin), functions of
the skin, anatomy of skin, fingerprints, nervous system, stimulus, anatomy of a neuron, types of
neurons, voluntary and involuntary functions, central and peripheral nervous systems, regions of
the brain and roles, right brain vs. left brain, spinal cord injuries, anatomy of the eye and sight,
lenses, rods and cones, night vision, anatomy of the nose and smell, dangers of inhalants,
anatomy of the ear and hearing, noise induced hearing loss, sense of touch, the adolescent brain
-whoa!, lobes of the brain, endocrine system, glands, hormones, activities in your body, endocrine
system vs. nervous system, exocrine glands, puberty, body stability, parenting, male and female
reproductive systems, sex cells, chromosomes, fertilization, menstrual cycle, placenta, embryo
development, dangers of smoking and drinking while pregnant, immune system, diseases, how
diseases are spread, the immune response, vaccines, virus prevention, HIV, HIV transmission,
abstinence vs. prevention, AIDS, STD's, and much more.
organization, cell basics, cells of the body, tissues, organs, organ systems, homeostasis, functions
of the skeletal system, categories of bones, marrow, bones of the human body, bone disease,
types of joints, muscular system, connective tissues, ligaments, tendons, muscles and energy use,
types of muscle tissue, muscle fibers and movement, common muscles, biological molecules and
important nutrients to the body (extensive), learning the contents of junk food, calories, obesity, fast
food, eating disorders, anabolic steroids, digestive system, mechanical and chemical digestion,
taste, enzymes, swallowing reflex, esophagus and peristalsis, organs of the GI Tract, focus on
chemical digestion, duodenum, stomach, pancreas, liver, gall bladder, small intestine, villi and
surface area, large intestine, appendix, rectum, cardiovascular system, cellular respiration,
functions of the circulatory system, movement of blood, focus on the heart, blood vessels,
cardiovascular disease, contents of blood, blood types, functions of the respiratory system, the
nose, epiglottis, larynx and vocal cords, trachea, bronchus, lungs, alveoli, diaphragm, lung
capacity, dangers of smoking, cancer, how to avoid cancer, skin cancer, what's inside a cigarette,
smoking and advertising, excretory system, kidneys, urine, inside the nephron, ureters, bladder,
urethra, kidney's role in detoxifying, cirrhosis of the liver, integumentary system (skin), functions of
the skin, anatomy of skin, fingerprints, nervous system, stimulus, anatomy of a neuron, types of
neurons, voluntary and involuntary functions, central and peripheral nervous systems, regions of
the brain and roles, right brain vs. left brain, spinal cord injuries, anatomy of the eye and sight,
lenses, rods and cones, night vision, anatomy of the nose and smell, dangers of inhalants,
anatomy of the ear and hearing, noise induced hearing loss, sense of touch, the adolescent brain
-whoa!, lobes of the brain, endocrine system, glands, hormones, activities in your body, endocrine
system vs. nervous system, exocrine glands, puberty, body stability, parenting, male and female
reproductive systems, sex cells, chromosomes, fertilization, menstrual cycle, placenta, embryo
development, dangers of smoking and drinking while pregnant, immune system, diseases, how
diseases are spread, the immune response, vaccines, virus prevention, HIV, HIV transmission,
abstinence vs. prevention, AIDS, STD's, and much more.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics, standards, and concepts that are
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Recognize and describe the hierarchical organization of living systems, including
cells, tissues, organs, organ systems, whole organisms, and ecosystems.
●Recognize that cells use energy, which they obtain from food, to conduct the
functions necessary to sustain life, such as cell growth.
●Explain that multi-cellular organisms have specialized cells, tissues, organs and
organ systems that perform certain necessary functions, including digestion,
respiration, reproduction, circulation, excretion, movement, control and
coordination and protection from disease.
●Recognize that the human cells found in tissues and organs are similar to those
of other animals, but somewhat different from cells found in plants.
●Recognize that reproduction is a characteristic of all living things and is essential
to the continuation of a species.
●Recognize that living organisms have certain structures and systems that perform
specific functions, facilitating survival, growth and reproduction.
●Recognize that living organisms have life cycles, which include birth, growth and
development, reproduction, and death; and explain how these life cycles vary for
different organisms.
●Recognize behaviors that may be unsafe or unhealthy for themselves and others.
●Recognize that vitamins and minerals are needed in small amounts and are
essential to maintain proper health.
●Explain how the amount of rest and the types of food, exercise and recreation
humans choose can influence and affect their well-being.
●Recognize the nutritional value of different foods and distinguish between healthy
and unhealthy food choices using data gathered from food labels and dietary
guidelines, such as the food pyramid.
●Recognize that humans need food, water, air, waste removal and a particular
range of temperatures in their environment, just as other animals do.
●Identify the functions of the human body’s systems, including digestion,
respiration, reproduction, circulation, excretion, movement, control and
coordination and protection from disease; and describe how they interact with one
another.
●Explain how the basic tissues of an embryo form.
●Explain how food provides energy and materials for growth and repair of body
parts.
●Describe how viruses, bacteria, fungi, and parasites may affect the human body
and provide examples of how they can interfere with normal body function.
●Use data and observations to support the concept that environmental or
biological factors affect human body systems (biotic and abiotic).
●Describe the major changes that occur over time in human development from
single cell through embryonic development to new born (i.e., group of cells during
the first trimester, organs form during the second, organs mature during the third).
●Recognize that the immune system, endocrine system, and nervous system can
affect the homeostasis of an organism.
●Describe how the functions of all the human body systems are interrelated at a
chemical level and how they maintain homeostasis.
●Explain how the immune system functions to prevent and fight disease.
●Organize observations and data into tables, charts and graphs.
●Describe the structure and function of various organ systems (i.e., digestion,
respiration, circulation, nervous, protection and support) and how these systems
contribute to homeostasis of the organism.
●Organize observations and data into tables, charts and graphs.
are interested. This unit does cover many topics, standards, and concepts that are
not described below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Recognize and describe the hierarchical organization of living systems, including
cells, tissues, organs, organ systems, whole organisms, and ecosystems.
●Recognize that cells use energy, which they obtain from food, to conduct the
functions necessary to sustain life, such as cell growth.
●Explain that multi-cellular organisms have specialized cells, tissues, organs and
organ systems that perform certain necessary functions, including digestion,
respiration, reproduction, circulation, excretion, movement, control and
coordination and protection from disease.
●Recognize that the human cells found in tissues and organs are similar to those
of other animals, but somewhat different from cells found in plants.
●Recognize that reproduction is a characteristic of all living things and is essential
to the continuation of a species.
●Recognize that living organisms have certain structures and systems that perform
specific functions, facilitating survival, growth and reproduction.
●Recognize that living organisms have life cycles, which include birth, growth and
development, reproduction, and death; and explain how these life cycles vary for
different organisms.
●Recognize behaviors that may be unsafe or unhealthy for themselves and others.
●Recognize that vitamins and minerals are needed in small amounts and are
essential to maintain proper health.
●Explain how the amount of rest and the types of food, exercise and recreation
humans choose can influence and affect their well-being.
●Recognize the nutritional value of different foods and distinguish between healthy
and unhealthy food choices using data gathered from food labels and dietary
guidelines, such as the food pyramid.
●Recognize that humans need food, water, air, waste removal and a particular
range of temperatures in their environment, just as other animals do.
●Identify the functions of the human body’s systems, including digestion,
respiration, reproduction, circulation, excretion, movement, control and
coordination and protection from disease; and describe how they interact with one
another.
●Explain how the basic tissues of an embryo form.
●Explain how food provides energy and materials for growth and repair of body
parts.
●Describe how viruses, bacteria, fungi, and parasites may affect the human body
and provide examples of how they can interfere with normal body function.
●Use data and observations to support the concept that environmental or
biological factors affect human body systems (biotic and abiotic).
●Describe the major changes that occur over time in human development from
single cell through embryonic development to new born (i.e., group of cells during
the first trimester, organs form during the second, organs mature during the third).
●Recognize that the immune system, endocrine system, and nervous system can
affect the homeostasis of an organism.
●Describe how the functions of all the human body systems are interrelated at a
chemical level and how they maintain homeostasis.
●Explain how the immune system functions to prevent and fight disease.
●Organize observations and data into tables, charts and graphs.
●Describe the structure and function of various organ systems (i.e., digestion,
respiration, circulation, nervous, protection and support) and how these systems
contribute to homeostasis of the organism.
●Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.LS1.3 (Support with evidence how the body is a system of interacting subsystems composed
of groups of cells).
• Students learn levels of biological organization and create a step by step drawing of the
each level. Many review slides with visuals help reinforce this standard. The boundary is again
exceeded in the human body systems unit as each human body system is addressed.
MS.LS1.8 (Gather and Synthesize information that sensory receptors respond to stimuli by
sending messages to the brain).
• This standard is addressed heavily in the nervous system portion of the unit. Students
create a step by step drawing of a neuron, build a model, conduct a simulation, see videos,
review, and much more. Sight, Sound, Touch, and more are addressed in Part B of the nervous
system. Activities, simulations, videos, and much more address each.
MS.LS1.4 (Use an argument based on evidence and reasoning to support explanation for how
characteristic animal behaviors and specialized plant structures affect probability of successful
reproduction).
• This standard is covered many times throughout the unit. Students dissect flowers and
identify reproductive structures. Students also learn about pollination and seed dispersal. Wind
vs. insect pollination is addressed as are the role of fruits and flowers in the animal world.
Students design a seed to be dispersed by wind. Factors that break seed dormancy / germination
are covered. Students also learn about physiological and behavioral adaptations to temperature
that increase survival. Human reproduction is addressed in the human body systems unit as are
other reproductive strategies in the Taxonomy and Classification Unit.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic factors
influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are addressed
throughout. Photosynthesis and cellular respiration are described in detail. Fertilizers and
nutrients are addressed in the nitrogen and phosphorus cycles. Students also design and carry
out their own investigations with plant growth. Many of these projects will investigate how
changes in environmental factors affect plant growth / fitness.
MS.LS1.3 (Support with evidence how the body is a system of interacting subsystems composed
of groups of cells).
• Students learn levels of biological organization and create a step by step drawing of the
each level. Many review slides with visuals help reinforce this standard. The boundary is again
exceeded in the human body systems unit as each human body system is addressed.
MS.LS1.8 (Gather and Synthesize information that sensory receptors respond to stimuli by
sending messages to the brain).
• This standard is addressed heavily in the nervous system portion of the unit. Students
create a step by step drawing of a neuron, build a model, conduct a simulation, see videos,
review, and much more. Sight, Sound, Touch, and more are addressed in Part B of the nervous
system. Activities, simulations, videos, and much more address each.
MS.LS1.4 (Use an argument based on evidence and reasoning to support explanation for how
characteristic animal behaviors and specialized plant structures affect probability of successful
reproduction).
• This standard is covered many times throughout the unit. Students dissect flowers and
identify reproductive structures. Students also learn about pollination and seed dispersal. Wind
vs. insect pollination is addressed as are the role of fruits and flowers in the animal world.
Students design a seed to be dispersed by wind. Factors that break seed dormancy / germination
are covered. Students also learn about physiological and behavioral adaptations to temperature
that increase survival. Human reproduction is addressed in the human body systems unit as are
other reproductive strategies in the Taxonomy and Classification Unit.
MS.LS1.5 (Create an explanation from evidence for how environmental and genetic factors
influence growth of organism).
• Environmental factors that such as light, temperature, and moisture are addressed
throughout. Photosynthesis and cellular respiration are described in detail. Fertilizers and
nutrients are addressed in the nitrogen and phosphorus cycles. Students also design and carry
out their own investigations with plant growth. Many of these projects will investigate how
changes in environmental factors affect plant growth / fitness.
MS.LS1.7 (Create model to describe how food is rearranged through chemical reactions forming
new molecules that support growth and / or release energy).
• Part of this standard is described in the digestive system portion of this unit. The various
digestive juices, enzymes they contain, molecules they work one, and what they change them into
is addressed in a series of slides. A neat tic-tac-toe game of students vs. teacher is provided in
the slideshow that requires the students and teacher to read each part one step at a time.
HS.LS1.2 (Develop and use a model to illustrate the hierarchical organization of interacting body
systems that provide functions within organisms).
• This standard is addressed throughout as each body system is explored in detail. The
organization and specific function are addressed with visuals, text, video links, review, and more.
HS.LS1.3 (Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis).
• Students partake in a heart rate activity in part I. Students also learn about hypothermia
and hyperthermia.
HS.LS1.6 (Construct and revise explanation based on evidence for how carbon, hydrogen, and
oxygen from sugar molecules may combine with other elements to form large carbon-based
molecules)
• Students learn about the varying complexities of sugar. Visuals, video links, text and more
are provided. Students also learn that macromolecules are broken down into smaller molecules to
be absorbed. Slides, visuals, games, and more review throughout.
3-5.ETS1.1. (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
new molecules that support growth and / or release energy).
• Part of this standard is described in the digestive system portion of this unit. The various
digestive juices, enzymes they contain, molecules they work one, and what they change them into
is addressed in a series of slides. A neat tic-tac-toe game of students vs. teacher is provided in
the slideshow that requires the students and teacher to read each part one step at a time.
HS.LS1.2 (Develop and use a model to illustrate the hierarchical organization of interacting body
systems that provide functions within organisms).
• This standard is addressed throughout as each body system is explored in detail. The
organization and specific function are addressed with visuals, text, video links, review, and more.
HS.LS1.3 (Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis).
• Students partake in a heart rate activity in part I. Students also learn about hypothermia
and hyperthermia.
HS.LS1.6 (Construct and revise explanation based on evidence for how carbon, hydrogen, and
oxygen from sugar molecules may combine with other elements to form large carbon-based
molecules)
• Students learn about the varying complexities of sugar. Visuals, video links, text and more
are provided. Students also learn that macromolecules are broken down into smaller molecules to
be absorbed. Slides, visuals, games, and more review throughout.
3-5.ETS1.1. (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
Human Body Systems and Health Topics
Unit (Instant Digital Download)
Unit (Instant Digital Download)
-Areas of Focus within The Atoms and Periodic Table Unit:-Atoms
(Atomic Force Microscopes), Rutherford’s Gold Foil Experiment,
Cathode Tube, Atoms, Fundamental Particles, The Nucleus, Isotopes,
AMU, Size of Atoms and Particles, Quarks, Recipe of the Universe,
Atomic Theory, Atomic Symbols, #’;s, Valence Electrons, Octet Rule,
SPONCH Atoms, Molecules, Hydrocarbons (Structure), Alcohols
(Structure), Proteins (Structure), Periodic Table of the Elements,
Organization of Periodic Table, Transition Metals, Electron Negativity,
Acids and Bases, Non-Metals, Metals, Metalloids, Atomic Bonds, Ionic
Bonds, Covalent Bonds, Metallic Bonds, Ionization.
(Atomic Force Microscopes), Rutherford’s Gold Foil Experiment,
Cathode Tube, Atoms, Fundamental Particles, The Nucleus, Isotopes,
AMU, Size of Atoms and Particles, Quarks, Recipe of the Universe,
Atomic Theory, Atomic Symbols, #’;s, Valence Electrons, Octet Rule,
SPONCH Atoms, Molecules, Hydrocarbons (Structure), Alcohols
(Structure), Proteins (Structure), Periodic Table of the Elements,
Organization of Periodic Table, Transition Metals, Electron Negativity,
Acids and Bases, Non-Metals, Metals, Metalloids, Atomic Bonds, Ionic
Bonds, Covalent Bonds, Metallic Bonds, Ionization.
Atoms and the Periodic Table Unit
(8th,9th,10th) Physical Sciences
(8th,9th,10th) Physical Sciences
Next Generation Science Standards (NGSS)
MS.PS1.1 (Develop model to describe atomic composition)
• Students do many Lewis Dot structures, build models with clay, see atomic molecules and
answer questions. Some activities include valence electrons. This standard is addressed
throughout unit.
MS.PS1.3 (Gather and interpret info that synthetic material come from natural resources and
impact society)
• Students learn about hydrocarbons and chemical change among other chemicals
throughout unit.
MS.PS1.2 (Analyze and interpret data on properties of substances before and after a chemical
reaction)
• Students collect data in several experiments before and after a reaction. Several activities
in Part IV, with Endo and Exothermic Reactions also address changes after chemical reactions,
video links, slides, and more are provided.
MS.PS1.5 (Develop and use a model to describe Law Conservation of Mass, total number of
atoms does not change in a reaction)
• This unit goes over the boundary (Oh No!) and includes balancing chemical equations.
Many slides just before balancing equations involve the students and address Laws
Conservation of Mass and Energy.
MS.PS1.6 (Design a project to construct, test, and modify device that either releases or absorbs
thermal energy by chemical processes).
• Students create elephant toothpaste (exothermic reactions), and conduct endothermic
reactions with Alka-Seltzer and water. Slides, video links, and more address this standard. Data
is collected in the form of temperature.
MS.PS1.1 (Develop model to describe atomic composition)
• Students do many Lewis Dot structures, build models with clay, see atomic molecules and
answer questions. Some activities include valence electrons. This standard is addressed
throughout unit.
MS.PS1.3 (Gather and interpret info that synthetic material come from natural resources and
impact society)
• Students learn about hydrocarbons and chemical change among other chemicals
throughout unit.
MS.PS1.2 (Analyze and interpret data on properties of substances before and after a chemical
reaction)
• Students collect data in several experiments before and after a reaction. Several activities
in Part IV, with Endo and Exothermic Reactions also address changes after chemical reactions,
video links, slides, and more are provided.
MS.PS1.5 (Develop and use a model to describe Law Conservation of Mass, total number of
atoms does not change in a reaction)
• This unit goes over the boundary (Oh No!) and includes balancing chemical equations.
Many slides just before balancing equations involve the students and address Laws
Conservation of Mass and Energy.
MS.PS1.6 (Design a project to construct, test, and modify device that either releases or absorbs
thermal energy by chemical processes).
• Students create elephant toothpaste (exothermic reactions), and conduct endothermic
reactions with Alka-Seltzer and water. Slides, video links, and more address this standard. Data
is collected in the form of temperature.
Below are just a few of the typical standards that this unit addresses for
those that are interested. This unit does cover many topics / standards and
concepts that are not described below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Recognize that all matter is composed of minute particles called atoms, and
explain that all substances are composed of atoms, each arranged into
different groupings.
●Identify elements as substances that contain only one kind of atom and
explain that elements do not break down by normal laboratory reactions,
such as heating, exposure to electric current, and reaction to acid.
●Recognize that over one hundred elements exist, and identify the periodic
table as a tool for organizing the information about them.
●Identify elements according to their common properties, such as highly
reactive metals, less reactive metals, highly reactive non-metals and almost
non-reactive gases.
●Identify substances by their physical and chemical properties, such as
magnetism, conductivity, density, solubility, boiling and melting points.
●Organize observations and data into tables, charts and graphs.
those that are interested. This unit does cover many topics / standards and
concepts that are not described below.
●Keep a journal record of observations, recognizing patterns, summarizing
findings, and reflecting on the observations.
●Recognize that all matter is composed of minute particles called atoms, and
explain that all substances are composed of atoms, each arranged into
different groupings.
●Identify elements as substances that contain only one kind of atom and
explain that elements do not break down by normal laboratory reactions,
such as heating, exposure to electric current, and reaction to acid.
●Recognize that over one hundred elements exist, and identify the periodic
table as a tool for organizing the information about them.
●Identify elements according to their common properties, such as highly
reactive metals, less reactive metals, highly reactive non-metals and almost
non-reactive gases.
●Identify substances by their physical and chemical properties, such as
magnetism, conductivity, density, solubility, boiling and melting points.
●Organize observations and data into tables, charts and graphs.
HS.PS1.2 (Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and
knowledge of the patterns of chemical properties).
• Many chemical reactions are described in the unit. Several are conducted as either demonstrations or lab activities. Electron orbitals and trends in the periodic table are
considered quite considerably. Combustion of alcohol, metals bonding to nonmetals (ionic), acids and bases, baking soda and vinegar, electrolysis of water, balancing chemical
equations, and more. Notes, slides, video links, academic links, animations and more are included.
HS.PS1.4 (Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy).
• This standard is addressed endothermic and exothermic reactions with visuals, diagrams, and equations. Emphasis is also placed that energy is conserved during these
reactions.
HS.PS1.1 (Use the periodic table as a model to predict the relative properties of elements based on the patterns of electron in the outermost energy level of atoms).
• Addressed in part V, after the students have a strong understanding of electron orbitals. Students learn that groups in the periodic table have similarities in their valence electrons
and similar properties. Ionization energies are briefly discussed. Reactivity of metals is addressed, and reactions with oxygen in part IV.
HS.PS2.6 (Communicate scientific information about why the molecular-level structure is important in the functioning of the designed materials).
• Properties of metals, nonmetals, and semimetals are addressed.
5.PS1.1. (Develop a model that matter is made of particles too small be seen).
5.PS1.2. (Measure and graph quantities to provide evidence that when a change in a substance occurs, heating, cooling, mixing, the total weight of matter is conserved).
• This standard is addressed as a review when students balance chemical equations.
5.PS1.3. (Make observation and measurements to identify materials based on their properties).
• This standard is addressed when students investigate densities of metals.
5.PS1.4. (Conduct an investigation to determine whether the mixing of two or more substances results in new substances).
• This standard is addressed throughout in a number of activities.
3-5.ETS1.1. (Make observation and measurements to identify materials based on their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well each is to meet criteria and constraints of the problem)
knowledge of the patterns of chemical properties).
• Many chemical reactions are described in the unit. Several are conducted as either demonstrations or lab activities. Electron orbitals and trends in the periodic table are
considered quite considerably. Combustion of alcohol, metals bonding to nonmetals (ionic), acids and bases, baking soda and vinegar, electrolysis of water, balancing chemical
equations, and more. Notes, slides, video links, academic links, animations and more are included.
HS.PS1.4 (Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy).
• This standard is addressed endothermic and exothermic reactions with visuals, diagrams, and equations. Emphasis is also placed that energy is conserved during these
reactions.
HS.PS1.1 (Use the periodic table as a model to predict the relative properties of elements based on the patterns of electron in the outermost energy level of atoms).
• Addressed in part V, after the students have a strong understanding of electron orbitals. Students learn that groups in the periodic table have similarities in their valence electrons
and similar properties. Ionization energies are briefly discussed. Reactivity of metals is addressed, and reactions with oxygen in part IV.
HS.PS2.6 (Communicate scientific information about why the molecular-level structure is important in the functioning of the designed materials).
• Properties of metals, nonmetals, and semimetals are addressed.
5.PS1.1. (Develop a model that matter is made of particles too small be seen).
5.PS1.2. (Measure and graph quantities to provide evidence that when a change in a substance occurs, heating, cooling, mixing, the total weight of matter is conserved).
• This standard is addressed as a review when students balance chemical equations.
5.PS1.3. (Make observation and measurements to identify materials based on their properties).
• This standard is addressed when students investigate densities of metals.
5.PS1.4. (Conduct an investigation to determine whether the mixing of two or more substances results in new substances).
• This standard is addressed throughout in a number of activities.
3-5.ETS1.1. (Make observation and measurements to identify materials based on their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well each is to meet criteria and constraints of the problem)
Atoms and Periodic Table Unit
-Areas of Focus within The Motion and Machines Unit:-Newton’s First
Law, Inertia, Friction, Four Types of Friction, Negatives and Positives of
Friction, Newton’s Third Law, Newton’s Second Law, Potential Energy,
Kinetic Energy, Mechanical Energy, Forms of Potential to Kinetic
Energy, Speed, Velocity, Acceleration, Deceleration, Momentum, Work,
Machines (Joules), Catapults, Trajectory, Force, Simple Machines,
Pulley / (MA Mechanical Advantage), Lever / (MA), Wedge / (MA),
Wheel and Axle (MA), Inclined Plane / (MA), Screw / (MA).
Law, Inertia, Friction, Four Types of Friction, Negatives and Positives of
Friction, Newton’s Third Law, Newton’s Second Law, Potential Energy,
Kinetic Energy, Mechanical Energy, Forms of Potential to Kinetic
Energy, Speed, Velocity, Acceleration, Deceleration, Momentum, Work,
Machines (Joules), Catapults, Trajectory, Force, Simple Machines,
Pulley / (MA Mechanical Advantage), Lever / (MA), Wedge / (MA),
Wheel and Axle (MA), Inclined Plane / (MA), Screw / (MA).
Laws of Motion and Machines Unit
Physical Sciences (8th,9th,10th)
Physical Sciences (8th,9th,10th)
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Identify the most appropriate materials for a given design task with requirements
for specific properties, such as weight, strength, hardness, and flexibility.
●Explain that when a force is applied to an object, it reacts in one of three ways: the
object either speeds up, slows down, or goes in a different direction.
●Describe the relationship between the strength of a force on an object and the
resulting effect, such as the greater the force, the greater the change in motion.
●Explain the how balanced and unbalanced forces are related to an object’s motion.
●Explain that an object's motion can be tracked and measured over time and that
the data can be used to describe its position.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Identify the most appropriate materials for a given design task with requirements
for specific properties, such as weight, strength, hardness, and flexibility.
●Explain that when a force is applied to an object, it reacts in one of three ways: the
object either speeds up, slows down, or goes in a different direction.
●Describe the relationship between the strength of a force on an object and the
resulting effect, such as the greater the force, the greater the change in motion.
●Explain the how balanced and unbalanced forces are related to an object’s motion.
●Explain that an object's motion can be tracked and measured over time and that
the data can be used to describe its position.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Identify the most appropriate materials for a given design task with requirements
for specific properties, such as weight, strength, hardness, and flexibility.
●Explain that when a force is applied to an object, it reacts in one of three ways: the
object either speeds up, slows down, or goes in a different direction.
●Describe the relationship between the strength of a force on an object and the
resulting effect, such as the greater the force, the greater the change in motion.
●Explain the how balanced and unbalanced forces are related to an object’s motion.
●Explain that an object's motion can be tracked and measured over time and that
the data can be used to describe its position.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Identify the most appropriate materials for a given design task with requirements
for specific properties, such as weight, strength, hardness, and flexibility.
●Explain that when a force is applied to an object, it reacts in one of three ways: the
object either speeds up, slows down, or goes in a different direction.
●Describe the relationship between the strength of a force on an object and the
resulting effect, such as the greater the force, the greater the change in motion.
●Explain the how balanced and unbalanced forces are related to an object’s motion.
●Explain that an object's motion can be tracked and measured over time and that
the data can be used to describe its position.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.PS2.1 (Apply Newton’s 3rd Law to design a solution to a problem involving colliding objects)
• Students spend considerable time learning the third law, visiting and explaining video links,
and much more. Many word problems are included. A neat activity called parked have students roll
batteries down small ramps that hit a plastic cup filled with washers. Students change the height of
the ramp, add washers to the car, and swap AA for D batteries. Data is collected throughout.
-MS.PS2.2 (Apply an investigation to Newton’s 1st and 2nd Law that examines the change in an
objects motion may depend on the sum of the forces and mass of the object).
• The activity in MS.PS2.1 covers this standard as well. Students measure the weight of the
two batteries (AA, D), and the force (height of the ramp) Changes throughout activity. Many
questions at the end require the use of data to explain changes in the parked cars motion.
MS.PS2.2 (Construct and interpret graphs to describe relationship of kinetic energy to mass of an
object and to the speed of an object)
• Student’s conduct a number of studies and difficult word problems with kinetic energy. One
nice activity collects and interprets data rolling different size batteries down ramps and hitting cups
filled with washers. Other simulators, video links, and simply demonstrations cover the topic in
detail.
MS.PS3.2 (Develop a model of how objects interact at distance changes in regards to varying
potential energy)
• A neat bungee jumping egg activity has students calculate Potential Energy and create a
bungee jumping egg so it gets within 10 cm of the floor without breaking. The ramp activity with
batteries and the parked car (cup with washers) also address Potential Energy and include a
number of graphing exercises. Students go beyond the boundary and calculate PE, watch videos,
record red slide notes, answer homework questions, and much more. Potential chemical is also
addressed in this unit and the matter, energy, and the environment unit.
MS.PS3.5 (Present arguments that when the kinetic energy of an object changes, energy is
transferred to or from the object).
• The ramp and battery activity mentioned above covers this standard nicely. When the ramp
height is increased the parked car with washers is pushed further by the rolling battery. Mass is
brought into play when the small and large battery are compared. Many word problems are
provided and again the boundary is passes as students learn to calculate kinetic energy.
HS.PS2.1 (Analyze data to support the claim that Newton’s second law of motion describes the
mathematical relationship among the net force on a macroscopic object, its mass, and its
acceleration).
• Students conduct a number of activities associated with Newton’s Second Law, see videos,
answer word problems, collect and analyze data, and much more. Students also answer several
mathematical calculations and conduct the parked car activity described above.
HS.PS2.2 (Use mathematical representations to support the claim that the total momentum of an
object is conserved).
• Slides, links, and video provided about momentum conservation.
HS.PS2.3 (Apply scientific and engineering ideas to design, evaluate, and refine a device that
minimizes the force on an object during collision).
• An egg drop activity is described with link / instructions. This is a culminating project at the
end of the unit.
HS.PS3.1 (Create a model to calculate the change in the energy of one component in a system
when the change in energy of the other component flows in and out of the system and is known).
• Students calculate potential and kinetic energy in this unit. Slides, word problems, video
links and visuals are provided.
HS.PS3.1 (Develop and use models to illustrate that energy at the macroscopic scale can be
accounted for a combination of energy associated with the motion of particles and objects, and
energy associated position of particles (objects).
• Students see a number of diagrams, step by step slides, and explore how energy isn’t
destroyed, but transferred as it changes form, and calculate PE and KE.
MS.PS2.1 (Apply Newton’s 3rd Law to design a solution to a problem involving colliding objects)
• Students spend considerable time learning the third law, visiting and explaining video links,
and much more. Many word problems are included. A neat activity called parked have students roll
batteries down small ramps that hit a plastic cup filled with washers. Students change the height of
the ramp, add washers to the car, and swap AA for D batteries. Data is collected throughout.
-MS.PS2.2 (Apply an investigation to Newton’s 1st and 2nd Law that examines the change in an
objects motion may depend on the sum of the forces and mass of the object).
• The activity in MS.PS2.1 covers this standard as well. Students measure the weight of the
two batteries (AA, D), and the force (height of the ramp) Changes throughout activity. Many
questions at the end require the use of data to explain changes in the parked cars motion.
MS.PS2.2 (Construct and interpret graphs to describe relationship of kinetic energy to mass of an
object and to the speed of an object)
• Student’s conduct a number of studies and difficult word problems with kinetic energy. One
nice activity collects and interprets data rolling different size batteries down ramps and hitting cups
filled with washers. Other simulators, video links, and simply demonstrations cover the topic in
detail.
MS.PS3.2 (Develop a model of how objects interact at distance changes in regards to varying
potential energy)
• A neat bungee jumping egg activity has students calculate Potential Energy and create a
bungee jumping egg so it gets within 10 cm of the floor without breaking. The ramp activity with
batteries and the parked car (cup with washers) also address Potential Energy and include a
number of graphing exercises. Students go beyond the boundary and calculate PE, watch videos,
record red slide notes, answer homework questions, and much more. Potential chemical is also
addressed in this unit and the matter, energy, and the environment unit.
MS.PS3.5 (Present arguments that when the kinetic energy of an object changes, energy is
transferred to or from the object).
• The ramp and battery activity mentioned above covers this standard nicely. When the ramp
height is increased the parked car with washers is pushed further by the rolling battery. Mass is
brought into play when the small and large battery are compared. Many word problems are
provided and again the boundary is passes as students learn to calculate kinetic energy.
HS.PS2.1 (Analyze data to support the claim that Newton’s second law of motion describes the
mathematical relationship among the net force on a macroscopic object, its mass, and its
acceleration).
• Students conduct a number of activities associated with Newton’s Second Law, see videos,
answer word problems, collect and analyze data, and much more. Students also answer several
mathematical calculations and conduct the parked car activity described above.
HS.PS2.2 (Use mathematical representations to support the claim that the total momentum of an
object is conserved).
• Slides, links, and video provided about momentum conservation.
HS.PS2.3 (Apply scientific and engineering ideas to design, evaluate, and refine a device that
minimizes the force on an object during collision).
• An egg drop activity is described with link / instructions. This is a culminating project at the
end of the unit.
HS.PS3.1 (Create a model to calculate the change in the energy of one component in a system
when the change in energy of the other component flows in and out of the system and is known).
• Students calculate potential and kinetic energy in this unit. Slides, word problems, video
links and visuals are provided.
HS.PS3.1 (Develop and use models to illustrate that energy at the macroscopic scale can be
accounted for a combination of energy associated with the motion of particles and objects, and
energy associated position of particles (objects).
• Students see a number of diagrams, step by step slides, and explore how energy isn’t
destroyed, but transferred as it changes form, and calculate PE and KE.
HS.PS3.3 (Design, build, and refine a device that work within given constraints to
convert one form of energy into another form of energy).
• Student design, build, and refine mousetrap cars after learning about Newton’s
Laws of Motion, Forces in motion, and simple / compound machines. Instructions for
a Rube Goldberg device and video links are also provided. Students also conduct a
bungee cord egg drop.
3-5.ETS1.3 (Plan and carry out fair test in which variables are controlled and failure
points are considered to identify aspects a prototype that can be improved).
• Students design and build mousetrap cars.
3-5.ETS1.1. (Make observation and measurements to identify materials based on
their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included
specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on
how well each is to meet criteria and constraints of the problem)
convert one form of energy into another form of energy).
• Student design, build, and refine mousetrap cars after learning about Newton’s
Laws of Motion, Forces in motion, and simple / compound machines. Instructions for
a Rube Goldberg device and video links are also provided. Students also conduct a
bungee cord egg drop.
3-5.ETS1.3 (Plan and carry out fair test in which variables are controlled and failure
points are considered to identify aspects a prototype that can be improved).
• Students design and build mousetrap cars.
3-5.ETS1.1. (Make observation and measurements to identify materials based on
their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included
specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on
how well each is to meet criteria and constraints of the problem)
Laws of Motion and Simple Machines Unit
Matter, Energy, and the Environment Unit
(8th,9th,10th) Physical Sciences
(8th,9th,10th) Physical Sciences
-Areas of Focus within the Energy and the Environment Unit.- Concept “There is
no such thing as a free lunch”, Matter, Dark Matter, Dark Energy, Elements and
Compounds, States of Matter, Solids, Liquids, Gases, Plasma, Law
Conservation of Matter, Physical Change, Chemical Change, Gas Laws,
Charles Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law, Archimedes
Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet
Spectrum, Waves / Wavelengths, Herschel Experiment, Infrared, Visible Light,
Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity,
Lightning, Static Electricity, Magnetism, Coulomb’s Law, Conductors, Insulators,
Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism,
Faraday's Law, Compass, Relativity, Einstein, and E=mc2, Energy, First Law of
Thermodynamics, Second Law of Thermodynamics, Third Law of
Thermodynamics, Industrial Processes, Environmental Studies, The 4 R’s,
Sustainability, Human Population Growth, Carrying Capacity, Green Design,
Renewable Forms of Energy.
no such thing as a free lunch”, Matter, Dark Matter, Dark Energy, Elements and
Compounds, States of Matter, Solids, Liquids, Gases, Plasma, Law
Conservation of Matter, Physical Change, Chemical Change, Gas Laws,
Charles Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law, Archimedes
Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet
Spectrum, Waves / Wavelengths, Herschel Experiment, Infrared, Visible Light,
Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity,
Lightning, Static Electricity, Magnetism, Coulomb’s Law, Conductors, Insulators,
Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism,
Faraday's Law, Compass, Relativity, Einstein, and E=mc2, Energy, First Law of
Thermodynamics, Second Law of Thermodynamics, Third Law of
Thermodynamics, Industrial Processes, Environmental Studies, The 4 R’s,
Sustainability, Human Population Growth, Carrying Capacity, Green Design,
Renewable Forms of Energy.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics and concepts that are not
described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe the Sun as the principle energy source for phenomena on the Earth’s
surface.
●Differentiate between renewable and non-renewable resources;
●Recognize that the light and heat the Sun provides to the Earth is necessary for life.
●Recognize that vibrations in materials set up wavelike disturbances that spread
away from the source, as with earthquakes.
●Provide examples of products that man has developed which have humans do
things that they could not do otherwise, and identify the natural materials used to
produce these products.
●Recognize that water can be a liquid or a solid; and explain that it can be made to
change from one state to the other, but the amount (mass) of water always remains
the same in either state.
●Provide examples of how to reduce waste through conservation, recycling, and
reuse.
●Provide examples of how all organisms, including humans, impact their environment
and explain how some changes can be detrimental to other organisms.
●Explain how changes in environmental conditions can affect the survival of
individual organisms and the entire species.
●Recognize that the length and quality of human life are influenced by many factors,
including sanitation, diet, medical care, gender, genes, environmental conditions,
and personal health behaviors.
●Differentiate between weight and mass.
●Identify energy as a property of many substances.
●Differentiate between a physical change, such as melting, and a chemical change,
such as rusting.
●Describe how mass remains constant in a closed system and provide examples
relating to both physical and chemical change.
●Explain that the pitch of a sound is dependent on the frequency of the vibration
producing it.
●Explain that sound vibrations move at different speeds, have different wavelengths
and establish wave-like disturbances that emanate from the source.
●Recognize that energy, in the form of heat, is usually a by- product when one form
of energy is changed to another, such as when machines convert stored energy to
motion.
●Explain that heat energy moves from warmer materials or regions to cooler ones
through conduction, convection, and radiation.
●Explain how electrical circuits can be used.
●Recognize that just as electric currents can produce magnetic forces, magnets can
cause electric currents.
●Recognize that manufacturing processes use a variety of tools and machines to
separate, form, combine and condition natural and synthetic materials.
●Explain how a battery changes chemical energy into electrical energy.
●Demonstrate how to produce a magnetic force with an electric current, such as an
electromagnet, and how to produce an electric current with a magnet, such as a
generator.
●Provide an example to show that manufacturing processes involve changing natural
materials into finished products through a series of processes that involve physical
and/or chemical changes.
●Explain how to dispose of waste so that it does not harm the environment.
●Recognize there are pros and cons to using different types of energy, such as solar
energy and fossil fuels, and compare the differences.
●Differentiate between renewable and non-renewable resources.
●Identify the potential impact of converting forested land to uses such as farms,
homes, factories, or tourist attractions.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Compare a variety of forms of energy, including heat, light, sound, mechanical,
electrical, and chemical energy.
are interested. This unit does cover many topics and concepts that are not
described below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe the Sun as the principle energy source for phenomena on the Earth’s
surface.
●Differentiate between renewable and non-renewable resources;
●Recognize that the light and heat the Sun provides to the Earth is necessary for life.
●Recognize that vibrations in materials set up wavelike disturbances that spread
away from the source, as with earthquakes.
●Provide examples of products that man has developed which have humans do
things that they could not do otherwise, and identify the natural materials used to
produce these products.
●Recognize that water can be a liquid or a solid; and explain that it can be made to
change from one state to the other, but the amount (mass) of water always remains
the same in either state.
●Provide examples of how to reduce waste through conservation, recycling, and
reuse.
●Provide examples of how all organisms, including humans, impact their environment
and explain how some changes can be detrimental to other organisms.
●Explain how changes in environmental conditions can affect the survival of
individual organisms and the entire species.
●Recognize that the length and quality of human life are influenced by many factors,
including sanitation, diet, medical care, gender, genes, environmental conditions,
and personal health behaviors.
●Differentiate between weight and mass.
●Identify energy as a property of many substances.
●Differentiate between a physical change, such as melting, and a chemical change,
such as rusting.
●Describe how mass remains constant in a closed system and provide examples
relating to both physical and chemical change.
●Explain that the pitch of a sound is dependent on the frequency of the vibration
producing it.
●Explain that sound vibrations move at different speeds, have different wavelengths
and establish wave-like disturbances that emanate from the source.
●Recognize that energy, in the form of heat, is usually a by- product when one form
of energy is changed to another, such as when machines convert stored energy to
motion.
●Explain that heat energy moves from warmer materials or regions to cooler ones
through conduction, convection, and radiation.
●Explain how electrical circuits can be used.
●Recognize that just as electric currents can produce magnetic forces, magnets can
cause electric currents.
●Recognize that manufacturing processes use a variety of tools and machines to
separate, form, combine and condition natural and synthetic materials.
●Explain how a battery changes chemical energy into electrical energy.
●Demonstrate how to produce a magnetic force with an electric current, such as an
electromagnet, and how to produce an electric current with a magnet, such as a
generator.
●Provide an example to show that manufacturing processes involve changing natural
materials into finished products through a series of processes that involve physical
and/or chemical changes.
●Explain how to dispose of waste so that it does not harm the environment.
●Recognize there are pros and cons to using different types of energy, such as solar
energy and fossil fuels, and compare the differences.
●Differentiate between renewable and non-renewable resources.
●Identify the potential impact of converting forested land to uses such as farms,
homes, factories, or tourist attractions.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Compare a variety of forms of energy, including heat, light, sound, mechanical,
electrical, and chemical energy.
HS.PS3.1 (Develop and use models to illustrate that energy at the macroscopic scale
can be accounted for a combination of energy associated with the motion of particles
and objects, and energy associated position of particles (objects).
• Students see a number of diagrams, step by step slides, learn the big seven
forms of energy, and explore how energy isn’t destroyed, but transferred from one
system to another as it changes form.
HS.PS3.5 (Develop and use models of two objects interacting through electric or
magnetic fields to illustrate forces between objects and changes in energy of the
objects due to the interaction).
• Students conduct a number of electrostatic activities and work with magnets
and iron filings, visit simulators, and learn about a Van de Graaff generator.
HS.LS2.1 (Use mathematical and or computational representations to support
explanation of factors that affect carrying capacity of ecosystems).
• Human population growth is addressed with several models, graphs, historical
information, exponential growth activity, and with video and academic links. Carrying
capacity, limiting factors (density dependent and density independent), and R vs. K
selected species are addressed in a series of slides with visuals.
HS.LS2.7 (Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity).
o Students spend considerable learning about all of the ways the environment is
impacted by human activities. Several slides are provided about way to mitigate
these impacts. One such project has students design an environmentally sustainable
home that utilizes renewable energy and other sustainable features.
HS.ESS3.2 (Evaluate competing design solutions for developing, managing, and
utilizing energy and mineral resources based on cost benefit ratios).
• Emphasis is placed on conservation to the environment including reduction of
resources, reuse, recycling, utilizing local materials, and the use of renewable forms
of energy.
HS.ESS3.3 (Create a computer simulation to illustrate the relationship among
management of natural resources, the sustainability of human populations, and
biodiversity).
• Human population is addressed with animations, graphs, and carbon footprint
calculations, and much more. Resource use, laws of thermodynamics, and new
technologies are presented.
HS.ESS3.4 (Evaluate a technological solution that reduced impacts of human
activities on natural systems).
• Many local efforts such as reducing, reusing, and recycling are addressed.
Design solutions and sustainable buildings are presented. Urbanization and human
impacts of life systems are addressed throughout.
HS.ESS3.6 (Use a computer representation to illustrate the relationship among earth
systems and how those relationships are being modified due to human activity).
• Ocean acidification is addressed in climate change, changes to ecosphere,
biodiversity and much more are spread throughout.
5.PS1.1 (Develop a model that matter is made of particles too small be seen).
• Molecules are covered heavily in Part I: Matter.
5.PS1.2 (Measure and graph quantities to provide evidence that when a change in a
substance occurs, heating, cooling, mixing, the total weight of matter is conserved).
• A neat activity with Alka-Seltzer and plastic bags addresses this standard.
Notes, examples with visuals, video links and more are provided.
5.PS1.3 (Make observation and measurements to identify materials based on their
properties).
• This standard is covered examining heat transfer, electrical conductivity, and
magnetic forces.
5.ESS3.1 (Obtain information about ways individual community use science ideas to
protect the earth’s resources).
3-5.ETS1.1 (Make observation and measurements to identify materials based on
their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included
specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on
how well each is to meet criteria and constraints of the problem)
Matter, Energy, and the Environment Unit
Next Generation Science Standards (NGSS)
MS.PS1.3 (Gather and interpret info that synthetic material come from natural resources and
impact society)
• Students learn about hydrocarbons and chemical change among other chemicals
throughout unit. Climate change is addressed, air pollutants, industrial processes, and much
more.
MS.PS1.4 (Develop a model that describes change in particle motion and temperature when
thermal energy is added or removed).
• Students conduct several activities that add and remove energy and graph the results.
Many slides, several animations, are included that address temperature and molecular motion.
Students also move around pretending to be molecules at different states of matter.
MS.PS1.2 (Analyze and interpret data on properties of substances before and after a chemical
reaction)
• Students collect data in several experiments before and after a reaction. One such
experiment measures the weight of Alka-Seltzer before and after a chemical reaction.
MS.PS1.5 (Develop and use a model to describe Law Conservation of Mass, total number of
Atoms does not change).
• Students collect data in several experiments before and after a reaction. One such
experiment measures the weight of Alka-Seltzer before and after a chemical reaction. The
experiment uses plastic bags to see that the weight of the two after the reaction is the same.
MS.PS1.6 (Design a project to construct, test, and modify device that either releases or absorbs
thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice,
add salt, and shake. Temperatures are recorded before and after. Phase change occurs.
Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot
water which relates to this standard.
MS.PS1.6 (Design a project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice,
add salt, and shake. Temperatures are recorded before and after. Phase change occurs.
Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot
water which relates to this standard.
MS.PS2.3 (Ask a question about data to find factors that affect the strength of electric and
magnetic forces).
• Students make electromagnets and answer questions about using a AA vs. D battery.
Students also make a simple electric motor, EM field with paper plate, magnet, and iron filings.
Students also make circuits and visit circuit simulators.
MS.PS2.5 (Conduct an investigation to provide evidence that fields exist between objects
exerting forces even when objects are not in contact).
• Students conduct many activities with magnets, visit simulators, video links, and more.
One of my favorite activities is called annoying tape that plays with static electricity. Static
electricity is also covered in a number of different balloon activities and simulators. This
standard is also addressed with many Van de Graaf demos and videos.
MS.PS3.3 (Apply principles to design and test a device that minimizes or maximizes thermal
energy transfer).
• Students conduct a number of heat transfer hands-on and data collecting activities.
Conduction includes an activity that has students collect thermal energy transfer comparing the
difference of heat from in a Styrofoam vs. Plastic cup. Gummies bears that walk the plank is a
really fun provided conduction demonstration. Another activity explores radiation, collects data,
and graphs the data using a bright lamp, gravel, and thermometer. Convection is addressed in
the gravel activity and throughout. A built-in quiz is also provided.
MS.PS3.4 (Plan an investigation to determine the relationship among the energy transferred,
type of matter, the mass, and change in kinetic energy of particles measure by the temperature
of the sample).
• Kinetic molecular theory and temperature is described in several slides. Video links,
questions, and more are provided. Students record temperatures of water as it changes from
Ice, to liquid, to gas. Data is graphed and questions provided with answers about energy
transfer, temperature, and phase change.
MS.PS4.1 (Use mathematical representations to describe a simple model for waves and include
how amplitude a wave is related to its energy).
• Students create a step by step drawing a wave and label wavelength, amplitude, crest,
trough, and height. Electromagnetic waves are described and there energy / wave amplitude
mentioned over a series of slides. An academic link to a great simulator with the mathematics
and questions / review opportunities provided.
MS.PS4.2 (Develop / use a model to describe that waves are reflected, absorbed, and
transmitted through various materials).
• Students create drawings, see video links, visit simulators, and use lens shapes to explore
how light is reflected. General notes, visuals, and general information about waves provided.
MS.PS4.2 (Integrate information to support that digitized signals are a more reliable way to
encode and transmit information than analog signals.)
• Slides discuss electromagnetic waves and their uses. Another activity shows the
difference between analog and digital signals. Students race the teachers to send a message.
Students send analog “telephone game” and teachers uses digital (email).
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human
impact on the environment).
• Student’s design an environmental sustainable home that reduces the impact on the
environment and utilizes renewable local resources.
MS.ESS3.4 (Support an argument with evidence for how increases in human population and per-
capital consumption of resources impact Earth’s systems).
• This standard is addressed throughout Part V the environment.
HS.PS1.8 (Develop models to illustrate the changes in composition of the nucleus of the atom
and the energy releases during the processes of fission, fusion, and radioactive decay).
• Fission and fusion are addressed with animations, visuals, text, and review slides.
HS.PS4.1 (Use mathematical representations to support a claim about relationship among the
frequency, wavelength, and speed of waves traveling in various media).
• The speed of sound waves through air, water, and solids are described. The difference
between the speed at which electromagnetic waves and mechanical waves travel is also
described.
HS.PS4.2 (Evaluate questions about the advantages of using digital transmissions and storage
of information).
• This standard is covered in a few slides that address the advantages and disadvantages
of digital transmissions. Students brainstorm advantages and disadvantages before the
answers are revealed.
HS.PS4.3 (Evaluate evidence and reasoning behind the idea that electromagnetic radiation can
be described either by a wave model or a particle model, and one model is sometimes more
useful than the other).
• This standard is covered with some slides, visuals, and video links. Interference and
diffraction of light are addressed in the videos.
HS.PS4.4 (Evaluate the claims of the effects that different frequencies of electromagnetic
radiation have when absorbed by matter).
• This standard covered in each of the waves that students learn in the EM spectrum.
Visuals of frequency change addressed throughout. Several review slides reinforce that gamma
rays, x-rays, and ultraviolet waves are dangerous when absorbed by cells.
HS.PS4.5 (Communicate technical information about how technological devices use the
principles of wave behavior and wave interactions with matter to transmit and capture
information and energy).
• Communications technology and medical imaging are described in slides with visuals,
video links, and reviewed.
HS.PS2.4 (Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s
Law to describe and predict the gravitational and electrostatic forces between objects).
• Slides define and represent visually. A video link is provided that includes mathematical
representations.
HS.PS2.5 (Plan and conduct an investigation to provide evidence that an electric current can
produce a magnetic field and that changing a magnetic fields can produce electric current).
• Student use electromagnets to pick up paper clips, and built an electric motor with copper
wire and batteries. Faraday’s Law of Induction is described with text and visuals.
HS.PS3.4 (Conduct an investigation to provide evidence that the transfer of thermal energy
when two components of different temperature are combined within a closed system results in a
more uniform energy distribution among the components in the system).
• Students learn the second law of thermodynamics with visuals, step by diagrams, and
video links. An activity combines hot water with room temp water. The students make a
prediction about the temperature of the combined fluid. Students also investigate a number of
data gathering heat transfer activities and answer questions.
MS.PS1.3 (Gather and interpret info that synthetic material come from natural resources and
impact society)
• Students learn about hydrocarbons and chemical change among other chemicals
throughout unit. Climate change is addressed, air pollutants, industrial processes, and much
more.
MS.PS1.4 (Develop a model that describes change in particle motion and temperature when
thermal energy is added or removed).
• Students conduct several activities that add and remove energy and graph the results.
Many slides, several animations, are included that address temperature and molecular motion.
Students also move around pretending to be molecules at different states of matter.
MS.PS1.2 (Analyze and interpret data on properties of substances before and after a chemical
reaction)
• Students collect data in several experiments before and after a reaction. One such
experiment measures the weight of Alka-Seltzer before and after a chemical reaction.
MS.PS1.5 (Develop and use a model to describe Law Conservation of Mass, total number of
Atoms does not change).
• Students collect data in several experiments before and after a reaction. One such
experiment measures the weight of Alka-Seltzer before and after a chemical reaction. The
experiment uses plastic bags to see that the weight of the two after the reaction is the same.
MS.PS1.6 (Design a project to construct, test, and modify device that either releases or absorbs
thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice,
add salt, and shake. Temperatures are recorded before and after. Phase change occurs.
Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot
water which relates to this standard.
MS.PS1.6 (Design a project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice,
add salt, and shake. Temperatures are recorded before and after. Phase change occurs.
Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot
water which relates to this standard.
MS.PS2.3 (Ask a question about data to find factors that affect the strength of electric and
magnetic forces).
• Students make electromagnets and answer questions about using a AA vs. D battery.
Students also make a simple electric motor, EM field with paper plate, magnet, and iron filings.
Students also make circuits and visit circuit simulators.
MS.PS2.5 (Conduct an investigation to provide evidence that fields exist between objects
exerting forces even when objects are not in contact).
• Students conduct many activities with magnets, visit simulators, video links, and more.
One of my favorite activities is called annoying tape that plays with static electricity. Static
electricity is also covered in a number of different balloon activities and simulators. This
standard is also addressed with many Van de Graaf demos and videos.
MS.PS3.3 (Apply principles to design and test a device that minimizes or maximizes thermal
energy transfer).
• Students conduct a number of heat transfer hands-on and data collecting activities.
Conduction includes an activity that has students collect thermal energy transfer comparing the
difference of heat from in a Styrofoam vs. Plastic cup. Gummies bears that walk the plank is a
really fun provided conduction demonstration. Another activity explores radiation, collects data,
and graphs the data using a bright lamp, gravel, and thermometer. Convection is addressed in
the gravel activity and throughout. A built-in quiz is also provided.
MS.PS3.4 (Plan an investigation to determine the relationship among the energy transferred,
type of matter, the mass, and change in kinetic energy of particles measure by the temperature
of the sample).
• Kinetic molecular theory and temperature is described in several slides. Video links,
questions, and more are provided. Students record temperatures of water as it changes from
Ice, to liquid, to gas. Data is graphed and questions provided with answers about energy
transfer, temperature, and phase change.
MS.PS4.1 (Use mathematical representations to describe a simple model for waves and include
how amplitude a wave is related to its energy).
• Students create a step by step drawing a wave and label wavelength, amplitude, crest,
trough, and height. Electromagnetic waves are described and there energy / wave amplitude
mentioned over a series of slides. An academic link to a great simulator with the mathematics
and questions / review opportunities provided.
MS.PS4.2 (Develop / use a model to describe that waves are reflected, absorbed, and
transmitted through various materials).
• Students create drawings, see video links, visit simulators, and use lens shapes to explore
how light is reflected. General notes, visuals, and general information about waves provided.
MS.PS4.2 (Integrate information to support that digitized signals are a more reliable way to
encode and transmit information than analog signals.)
• Slides discuss electromagnetic waves and their uses. Another activity shows the
difference between analog and digital signals. Students race the teachers to send a message.
Students send analog “telephone game” and teachers uses digital (email).
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human
impact on the environment).
• Student’s design an environmental sustainable home that reduces the impact on the
environment and utilizes renewable local resources.
MS.ESS3.4 (Support an argument with evidence for how increases in human population and per-
capital consumption of resources impact Earth’s systems).
• This standard is addressed throughout Part V the environment.
HS.PS1.8 (Develop models to illustrate the changes in composition of the nucleus of the atom
and the energy releases during the processes of fission, fusion, and radioactive decay).
• Fission and fusion are addressed with animations, visuals, text, and review slides.
HS.PS4.1 (Use mathematical representations to support a claim about relationship among the
frequency, wavelength, and speed of waves traveling in various media).
• The speed of sound waves through air, water, and solids are described. The difference
between the speed at which electromagnetic waves and mechanical waves travel is also
described.
HS.PS4.2 (Evaluate questions about the advantages of using digital transmissions and storage
of information).
• This standard is covered in a few slides that address the advantages and disadvantages
of digital transmissions. Students brainstorm advantages and disadvantages before the
answers are revealed.
HS.PS4.3 (Evaluate evidence and reasoning behind the idea that electromagnetic radiation can
be described either by a wave model or a particle model, and one model is sometimes more
useful than the other).
• This standard is covered with some slides, visuals, and video links. Interference and
diffraction of light are addressed in the videos.
HS.PS4.4 (Evaluate the claims of the effects that different frequencies of electromagnetic
radiation have when absorbed by matter).
• This standard covered in each of the waves that students learn in the EM spectrum.
Visuals of frequency change addressed throughout. Several review slides reinforce that gamma
rays, x-rays, and ultraviolet waves are dangerous when absorbed by cells.
HS.PS4.5 (Communicate technical information about how technological devices use the
principles of wave behavior and wave interactions with matter to transmit and capture
information and energy).
• Communications technology and medical imaging are described in slides with visuals,
video links, and reviewed.
HS.PS2.4 (Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s
Law to describe and predict the gravitational and electrostatic forces between objects).
• Slides define and represent visually. A video link is provided that includes mathematical
representations.
HS.PS2.5 (Plan and conduct an investigation to provide evidence that an electric current can
produce a magnetic field and that changing a magnetic fields can produce electric current).
• Student use electromagnets to pick up paper clips, and built an electric motor with copper
wire and batteries. Faraday’s Law of Induction is described with text and visuals.
HS.PS3.4 (Conduct an investigation to provide evidence that the transfer of thermal energy
when two components of different temperature are combined within a closed system results in a
more uniform energy distribution among the components in the system).
• Students learn the second law of thermodynamics with visuals, step by diagrams, and
video links. An activity combines hot water with room temp water. The students make a
prediction about the temperature of the combined fluid. Students also investigate a number of
data gathering heat transfer activities and answer questions.
-Areas of Focus within The Introduction to Science Unit: Lab Safety,
Lab Safety Equipment, Magnification, Microscopes, Stereoscopes,
Hand Lenses, Electron Microscopes, Compound Light Microscopes,
Parts of a Compound Microscope, Metric System, International
System of Units, Scientific Notation, Base Units, Mass, Volume,
Density, Temperature, Time, Other SI Units, Observation, Inferences,
Scientific Method, What is Science? What makes a good scientist?
Types of Scientists, Branches of Science, Scientific Method,
Hypothesis, Observations, Inferences.
Lab Safety Equipment, Magnification, Microscopes, Stereoscopes,
Hand Lenses, Electron Microscopes, Compound Light Microscopes,
Parts of a Compound Microscope, Metric System, International
System of Units, Scientific Notation, Base Units, Mass, Volume,
Density, Temperature, Time, Other SI Units, Observation, Inferences,
Scientific Method, What is Science? What makes a good scientist?
Types of Scientists, Branches of Science, Scientific Method,
Hypothesis, Observations, Inferences.
Science Skills Unit
(6th,7th,8th) Physical Sciences
(6th,7th,8th) Physical Sciences
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Perform calculations using metric measurements.
●Understand that technology is used to design tools that improve our ability to
measure and observe the world.
●Recognize that learning requires more than just storage and retrieval of information
and that prior knowledge needs to be tapped in order to make sense out of new
experiences or information.
●Explain that people can learn about others from direct experience, from the media,
and from listening to others talk about their life and work.
●Provide examples of how humans make judgments about new situations based on
memories of past experiences.
●Recognize, and with assistance, safely demonstrate the use of tools to gather data
and extend the senses, such as thermometers, hand lenses and balances.
●Make observations and explore materials using all of their senses (one sense at a
time).
●Extend the senses using simple tools.
●Make and record observations for a given purpose.
●Differentiate between observations and inferences.
●Record observations using standard units of measurement.
●Classify according to several attributes and describe or show the method for
classification.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair test”
of a simple scientific question.
●Select an activity and justify it as an effective means of collecting appropriate data.
●Follow a set of procedures.
●Plan and test ideas through guided experiments.
●Identify and use appropriate tools.
●Represent and interpret information and observations in many ways (such as in
tally, pictographs, bar graphs, tables).
●Compile and display data in a variety of formats.
●Cite evidence or data to support conclusions.
●Determine if an observation or measurement supports a given scientific explanation.
●Draw a conclusion to answer an initial question, based on the evidence collected.
●Recognize that information can be obtained merely by careful observation, but
sometimes even more data can be collected by conducting scientific investigations.
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Perform calculations using metric measurements.
●Understand that technology is used to design tools that improve our ability to
measure and observe the world.
●Recognize that learning requires more than just storage and retrieval of information
and that prior knowledge needs to be tapped in order to make sense out of new
experiences or information.
●Explain that people can learn about others from direct experience, from the media,
and from listening to others talk about their life and work.
●Provide examples of how humans make judgments about new situations based on
memories of past experiences.
●Recognize, and with assistance, safely demonstrate the use of tools to gather data
and extend the senses, such as thermometers, hand lenses and balances.
●Make observations and explore materials using all of their senses (one sense at a
time).
●Extend the senses using simple tools.
●Make and record observations for a given purpose.
●Differentiate between observations and inferences.
●Record observations using standard units of measurement.
●Classify according to several attributes and describe or show the method for
classification.
●Plan a step-by-step process to solve a practical problem or to carry out a “fair test”
of a simple scientific question.
●Select an activity and justify it as an effective means of collecting appropriate data.
●Follow a set of procedures.
●Plan and test ideas through guided experiments.
●Identify and use appropriate tools.
●Represent and interpret information and observations in many ways (such as in
tally, pictographs, bar graphs, tables).
●Compile and display data in a variety of formats.
●Cite evidence or data to support conclusions.
●Determine if an observation or measurement supports a given scientific explanation.
●Draw a conclusion to answer an initial question, based on the evidence collected.
●Recognize that information can be obtained merely by careful observation, but
sometimes even more data can be collected by conducting scientific investigations.
Next Generation Science Standards (NGSS)
3-5.ETS1.1 (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
HS.PS3.4 (Conduct an investigation to provide evidence that the transfer of thermal energy
when two components of different temperature are combined within a closed system results in
a more uniform energy distribution among the components in the system).
• Students learn the second law of thermodynamics with visuals, step by diagrams, and
video links. An activity combines hot water with room temp water. The students make a
prediction about the temperature of the combined fluid. Other activities that conduct data deal
with heat transfer.
3-5.ETS1.1 (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
HS.PS3.4 (Conduct an investigation to provide evidence that the transfer of thermal energy
when two components of different temperature are combined within a closed system results in
a more uniform energy distribution among the components in the system).
• Students learn the second law of thermodynamics with visuals, step by diagrams, and
video links. An activity combines hot water with room temp water. The students make a
prediction about the temperature of the combined fluid. Other activities that conduct data deal
with heat transfer.
●Know when comparisons might not be fair because some conditions are not kept the same.
●Explain that scientific investigations may take many different forms, including observing what
things are like or what is happening somewhere, collecting specimens for analysis, and doing
experiments; and that investigations can focus on physical, biological, and social questions.
●Observe that some small changes can be detected by taking measurements.
●Be able to complete an assigned task when given a specific role in a group.
●Develop questions based upon their observations about the natural world and design a simple
investigation.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations)
to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Use appropriate tools to accurately collect and record both qualitative and quantitative data
gathered through observations (e.g., temperature probes, electronic balances, spring scales,
microscopes, stop watches).
●Determine the degree of accuracy that can be obtained using a given instrument.
Investigate similarities and differences noted when making observations.
●Ask questions about relationships between and among observable variables.
Identify the manipulated, responding and controlled variables in an experiment.
●Design a controlled experiment, identifying and controlling the major variables.
●Use appropriate tools to gather data as part of an investigation (e.g., ruler, meter stick,
thermometer, spring scale, graduated cylinder, calipers, balance, probes, microscopes).
●Follow the teacher’s instructions in performing experiments, following all appropriate safety
rules and procedures.
●Draw appropriate conclusions regarding the scientific question under investigation, based on
the data collected.
●Determine if the results of an experiment support or refute the scientific idea tested.
●Describe how scientific investigations usually involve the collection of relevant evidence, the
use of logical reasoning, and the application of imagination in devising hypotheses and
explanations to make sense of the collected evidence.
●Explain that scientific investigations may take many different forms, including observing what
things are like or what is happening somewhere, collecting specimens for analysis, and doing
experiments; and that investigations can focus on physical, biological, and social questions.
●Observe that some small changes can be detected by taking measurements.
●Be able to complete an assigned task when given a specific role in a group.
●Develop questions based upon their observations about the natural world and design a simple
investigation.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations)
to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Use appropriate tools to accurately collect and record both qualitative and quantitative data
gathered through observations (e.g., temperature probes, electronic balances, spring scales,
microscopes, stop watches).
●Determine the degree of accuracy that can be obtained using a given instrument.
Investigate similarities and differences noted when making observations.
●Ask questions about relationships between and among observable variables.
Identify the manipulated, responding and controlled variables in an experiment.
●Design a controlled experiment, identifying and controlling the major variables.
●Use appropriate tools to gather data as part of an investigation (e.g., ruler, meter stick,
thermometer, spring scale, graduated cylinder, calipers, balance, probes, microscopes).
●Follow the teacher’s instructions in performing experiments, following all appropriate safety
rules and procedures.
●Draw appropriate conclusions regarding the scientific question under investigation, based on
the data collected.
●Determine if the results of an experiment support or refute the scientific idea tested.
●Describe how scientific investigations usually involve the collection of relevant evidence, the
use of logical reasoning, and the application of imagination in devising hypotheses and
explanations to make sense of the collected evidence.
Science Skills Unit (Download)
-Areas of Focus in the Astronomy unit: Astronomy, The Solar System
and the Sun, Order of the Planets, Our Sun, Solar Eclipse, Lunar
Eclipse, The Inner Planets, Mercury, Venus, Earth, Moon, Craters,
Tides, Phases of the Moon, Mars and Moons, Rocketry, Asteroid Belt,
NEO’s, The Outer Planets and Gas Giants, Jupiter / Moons, Saturn /
Moons, Uranus / Moons, Neptune / Moons, The Kuiper Belt, Oort
Cloud, Comets / Other, Beyond the Solar System, Black holes,
Exoplanets, The Big Bang, The Special Theory of Relativity, Hubble
Space Telescope, Constellations and much more.
and the Sun, Order of the Planets, Our Sun, Solar Eclipse, Lunar
Eclipse, The Inner Planets, Mercury, Venus, Earth, Moon, Craters,
Tides, Phases of the Moon, Mars and Moons, Rocketry, Asteroid Belt,
NEO’s, The Outer Planets and Gas Giants, Jupiter / Moons, Saturn /
Moons, Uranus / Moons, Neptune / Moons, The Kuiper Belt, Oort
Cloud, Comets / Other, Beyond the Solar System, Black holes,
Exoplanets, The Big Bang, The Special Theory of Relativity, Hubble
Space Telescope, Constellations and much more.
Astronomy Topics Unit
(6th,7th,8th) Earth Sciences
(6th,7th,8th) Earth Sciences
Next Generation Science Standards (NGSS)
MS.LS1.5 (Construct and present arguments using evidence to support claims that gravity
attracts objects and this attractiveness depends on the mass of interacting objects.)
• This is described throughout the unit. The solar system, orbits of planets (speed / year)
and their distance from the sun described. Gravity is also described in Life Cycles of Stars, black
holes, neutron stars and within the rocketry portion of the unit. When each planet is described,
students guess how much a 100 lb. person on earth would weigh on each planet. Part V pays
specific attention to Einstein and space-time. This is one of those standards that show up
continuously throughout the unit.
MS.ESS1.1 (Develop a model of the Earth, Sun, and Moon systems to describe the cyclic
patterns of lunar phases, eclipses of the sun, moon, and seasons).
• This standard is covered heavily in Part I, and Part II of this unit. Students read slides, see
visuals, watch video links, and much more. Students create step by step drawings of solar and
lunar eclipses, as well as create sun dials. Students use OREOS among other methods to learn
the lunar phases. Seasons and axial tilt are also heavily addressed.
MS.ESS1.2 (Develop a model to describe the role of gravity in the motion within galaxies and the
solar system).
• Elliptical orbits are described with visuals, animations, and having students recreate orbits
by moving around a sun in the classroom. The speed of planetary orbits and their distance from
the sun is addressed. This concept is addressed throughout the unit.
MS.ESS1.3 (Analyze and interpret data to determine scale properties of objects in the solar
system).
• This standard is covered throughout. Students learn about Astronomical Units and
conduct a walking distance tour of the solar system. Students learn about layers of the sun, the
relative sizes of suns, light years, distances to stars, planetary information and much more.
Examples of statistical information, drawings, animations, and much more are provided
throughout.
5.PS1.1. (Develop a model that matter is made of particles too small be seen).
• Atoms are addressed with discussion of fusion in the sun. Other references to atoms and
molecules are covered throughout.
5.PS2.1. (Support an argument that the gravitational force exerted by Earth on objects is directed
downward).
• This standard is addressed throughout unit and goes into detail in Part III about rocketry.
5.PS2.1. (Support an argument that the differences in the apparent brightness of the sun
compared to other stars is due their relative distances from the Earth.) This is addressed in part
I with comparison of our sun in the sky and relative distances to our next closest star Proxima
Centauri 39,900,000,000,000 km away.
5.ESS1.2. (Represent data in graphical displays to reveal patterns of daily change in length and
direction of shadows, day and night, and the seasonal appearance of some stars in the night
sky).
• This is addressed in part V just before constellations. Slides with notes, questions, and
neat video link that use an umbrella, doll (observer), and sticky dots (stars) to demonstrate this
standard.
HS.ESS1.1 (Develop a model based on evidence to illustrate the life span of the sun and the role
of nuclear fusion in the sun’s core to release energy in the form of radiation).
• Covered with visuals, text on slides, video links, and constant review. Several animation
slides are also provided. Life cycles of stars is also addressed as are solar flares.
HS.ESS1.2 (Construct an explanation of the Big Bang theory based on astronomical evidence of
light spectra, motion of galaxies, and the composition of matter in the universe).
• This is addressed in a series of slide with visuals and explanations. A video link also
provided.
HS.ESS1.3 (Communicate scientific ideas about the way stars, over their life cycle produce
elements.)
• Nucleosynthesis is briefly addressed in the slideshow. Emphasis was placed on nuclear
fusion. Life cycles of stars and the stages that occur is covered with step by step visuals.
HS.ESS1.4 (Use computation representations to predict the motion of orbiting objects in the
solar system).
• Newton’s Law of Gravity is described. Kepler’s three laws of planetary motion are
addressed. Emphasis placed on the Laws of ellipses and equal areas. Activity, visuals,
animations, and links are provided.
3-5.ETS1.3 (Plan and carry out fair test in which variables are controlled and failure points are
considered to identify aspects a prototype that can be improved)
• The rocketry unit has students build rockets from soda bottles.
MS.LS1.5 (Construct and present arguments using evidence to support claims that gravity
attracts objects and this attractiveness depends on the mass of interacting objects.)
• This is described throughout the unit. The solar system, orbits of planets (speed / year)
and their distance from the sun described. Gravity is also described in Life Cycles of Stars, black
holes, neutron stars and within the rocketry portion of the unit. When each planet is described,
students guess how much a 100 lb. person on earth would weigh on each planet. Part V pays
specific attention to Einstein and space-time. This is one of those standards that show up
continuously throughout the unit.
MS.ESS1.1 (Develop a model of the Earth, Sun, and Moon systems to describe the cyclic
patterns of lunar phases, eclipses of the sun, moon, and seasons).
• This standard is covered heavily in Part I, and Part II of this unit. Students read slides, see
visuals, watch video links, and much more. Students create step by step drawings of solar and
lunar eclipses, as well as create sun dials. Students use OREOS among other methods to learn
the lunar phases. Seasons and axial tilt are also heavily addressed.
MS.ESS1.2 (Develop a model to describe the role of gravity in the motion within galaxies and the
solar system).
• Elliptical orbits are described with visuals, animations, and having students recreate orbits
by moving around a sun in the classroom. The speed of planetary orbits and their distance from
the sun is addressed. This concept is addressed throughout the unit.
MS.ESS1.3 (Analyze and interpret data to determine scale properties of objects in the solar
system).
• This standard is covered throughout. Students learn about Astronomical Units and
conduct a walking distance tour of the solar system. Students learn about layers of the sun, the
relative sizes of suns, light years, distances to stars, planetary information and much more.
Examples of statistical information, drawings, animations, and much more are provided
throughout.
5.PS1.1. (Develop a model that matter is made of particles too small be seen).
• Atoms are addressed with discussion of fusion in the sun. Other references to atoms and
molecules are covered throughout.
5.PS2.1. (Support an argument that the gravitational force exerted by Earth on objects is directed
downward).
• This standard is addressed throughout unit and goes into detail in Part III about rocketry.
5.PS2.1. (Support an argument that the differences in the apparent brightness of the sun
compared to other stars is due their relative distances from the Earth.) This is addressed in part
I with comparison of our sun in the sky and relative distances to our next closest star Proxima
Centauri 39,900,000,000,000 km away.
5.ESS1.2. (Represent data in graphical displays to reveal patterns of daily change in length and
direction of shadows, day and night, and the seasonal appearance of some stars in the night
sky).
• This is addressed in part V just before constellations. Slides with notes, questions, and
neat video link that use an umbrella, doll (observer), and sticky dots (stars) to demonstrate this
standard.
HS.ESS1.1 (Develop a model based on evidence to illustrate the life span of the sun and the role
of nuclear fusion in the sun’s core to release energy in the form of radiation).
• Covered with visuals, text on slides, video links, and constant review. Several animation
slides are also provided. Life cycles of stars is also addressed as are solar flares.
HS.ESS1.2 (Construct an explanation of the Big Bang theory based on astronomical evidence of
light spectra, motion of galaxies, and the composition of matter in the universe).
• This is addressed in a series of slide with visuals and explanations. A video link also
provided.
HS.ESS1.3 (Communicate scientific ideas about the way stars, over their life cycle produce
elements.)
• Nucleosynthesis is briefly addressed in the slideshow. Emphasis was placed on nuclear
fusion. Life cycles of stars and the stages that occur is covered with step by step visuals.
HS.ESS1.4 (Use computation representations to predict the motion of orbiting objects in the
solar system).
• Newton’s Law of Gravity is described. Kepler’s three laws of planetary motion are
addressed. Emphasis placed on the Laws of ellipses and equal areas. Activity, visuals,
animations, and links are provided.
3-5.ETS1.3 (Plan and carry out fair test in which variables are controlled and failure points are
considered to identify aspects a prototype that can be improved)
• The rocketry unit has students build rockets from soda bottles.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below and much more.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Recognize and describe how the regular and predictable motions of the Earth and
Moon explain certain Earth phenomena, such as day and night, the seasons, the
year, shadows and the tides.
●Recognize that of all the known planets, Earth appears to be somewhat unique,
and describe the conditions that exist on Earth that allow it to support life.
●Recognize how the tilt of the Earth's axis and the Earth's revolution around the Sun
affect seasons and weather patterns;
●Identify and describe seasonal, daylight and weather patterns as they relate to
energy.
●Explain the historical perspective of planetary exploration and man’s achievements
in space, beginning with Russia’s Sputnik mission in 1957;
●Describe man’s perception of the constellations throughout history, and explain
how he has used them to his advantage, including navigational purposes and to
explain historical events.
●Recognize that of all the known planets, Earth appears to be somewhat unique;
and describe the conditions that exist on Earth that allow it to support life.
●Explain the temporal or positional relationships between or among the Earth, Sun
and Moon (e.g., night/day, seasons, year, tide).
●Recognize the relationships between the tides and the phases of the moon; and
use tide charts and NOAA information to describe them.
●Recognize and describe how the regular and predictable motions of the Earth and
Moon account for phenomena, such as the phases of the Moon and eclipses.
●Identify the characteristics of the Sun and its position in the universe.
●Recognize how the tilt of the Earth’s axis and the Earth’s revolution around the Sun
affect seasons and weather patterns.
●Explain how the Solar System formed from a giant cloud of gas and debris about 5
billion years ago.
●Define a light year.
●Explain that current scientific evidence supports the Big Bang Theory as a
probable explanation of the origin of the universe, and describes the theory.
●The Earth is part of a solar system, made up of distinct parts, which have temporal
and spatial interrelationships.
●The origin and evolution of galaxies and the universe demonstrate fundamental
principles of physical science across vast distances and time.
●The growth of scientific knowledge in Earth Space Science has been advanced
through the development of technology
●Recognize the basic patterns of the Sun, including its appearance during the
daytime, and how its position in the sky changes through the seasons.
●Recognize the basic patterns of the Moon, including its appearance sometimes at
night and sometimes during the day; and how it appears to change shape through
the month.
●Recognize that the Sun, Moon and stars all appear to move slowly across the sky.
●Recognize that as the position of the Sun changes in relation to the Earth it creates
shadows of varying length and direction.
●Explain that night and day are caused by the Earth’s rotation on its axis; and that
the Earth rotates approximately once, every 24 hours.
●Recognize that the light and heat the Sun provides to the Earth is necessary for life.
●Recognize that the Sun provides the light and heat necessary to maintain the
temperature of the Earth.
●Recognize that astronomical objects in space are massive in size and are
separated from one another by vast distances.
●Recognize there are too many stars to count, and that they are unequal in their
brightness.
●Recognize and describe the stars, like the Sun, as spherical in nature.
●Identify the characteristics and movement patterns of the planets in our Solar
System and differentiate between them.
●Explain the effects of gravitational force on the planets and their moons.
●Explain why Earth and our Solar System appear to be somewhat unique, while
acknowledging recent evidence that suggests similar systems exist in the universe.
●Compare and contrast planets based on data provided about size, composition,
location, orbital movement, atmosphere, or surface features (includes moons).
●Explain how gravitational force affects objects in the Solar System (e.g., moons,
tides, orbits, satellites).
●Explain how technological advances have allowed scientists to re-evaluate or
extend existing ideas about the Solar System.
are interested. This unit does cover many topics / standards that are not addressed
below and much more.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Recognize and describe how the regular and predictable motions of the Earth and
Moon explain certain Earth phenomena, such as day and night, the seasons, the
year, shadows and the tides.
●Recognize that of all the known planets, Earth appears to be somewhat unique,
and describe the conditions that exist on Earth that allow it to support life.
●Recognize how the tilt of the Earth's axis and the Earth's revolution around the Sun
affect seasons and weather patterns;
●Identify and describe seasonal, daylight and weather patterns as they relate to
energy.
●Explain the historical perspective of planetary exploration and man’s achievements
in space, beginning with Russia’s Sputnik mission in 1957;
●Describe man’s perception of the constellations throughout history, and explain
how he has used them to his advantage, including navigational purposes and to
explain historical events.
●Recognize that of all the known planets, Earth appears to be somewhat unique;
and describe the conditions that exist on Earth that allow it to support life.
●Explain the temporal or positional relationships between or among the Earth, Sun
and Moon (e.g., night/day, seasons, year, tide).
●Recognize the relationships between the tides and the phases of the moon; and
use tide charts and NOAA information to describe them.
●Recognize and describe how the regular and predictable motions of the Earth and
Moon account for phenomena, such as the phases of the Moon and eclipses.
●Identify the characteristics of the Sun and its position in the universe.
●Recognize how the tilt of the Earth’s axis and the Earth’s revolution around the Sun
affect seasons and weather patterns.
●Explain how the Solar System formed from a giant cloud of gas and debris about 5
billion years ago.
●Define a light year.
●Explain that current scientific evidence supports the Big Bang Theory as a
probable explanation of the origin of the universe, and describes the theory.
●The Earth is part of a solar system, made up of distinct parts, which have temporal
and spatial interrelationships.
●The origin and evolution of galaxies and the universe demonstrate fundamental
principles of physical science across vast distances and time.
●The growth of scientific knowledge in Earth Space Science has been advanced
through the development of technology
●Recognize the basic patterns of the Sun, including its appearance during the
daytime, and how its position in the sky changes through the seasons.
●Recognize the basic patterns of the Moon, including its appearance sometimes at
night and sometimes during the day; and how it appears to change shape through
the month.
●Recognize that the Sun, Moon and stars all appear to move slowly across the sky.
●Recognize that as the position of the Sun changes in relation to the Earth it creates
shadows of varying length and direction.
●Explain that night and day are caused by the Earth’s rotation on its axis; and that
the Earth rotates approximately once, every 24 hours.
●Recognize that the light and heat the Sun provides to the Earth is necessary for life.
●Recognize that the Sun provides the light and heat necessary to maintain the
temperature of the Earth.
●Recognize that astronomical objects in space are massive in size and are
separated from one another by vast distances.
●Recognize there are too many stars to count, and that they are unequal in their
brightness.
●Recognize and describe the stars, like the Sun, as spherical in nature.
●Identify the characteristics and movement patterns of the planets in our Solar
System and differentiate between them.
●Explain the effects of gravitational force on the planets and their moons.
●Explain why Earth and our Solar System appear to be somewhat unique, while
acknowledging recent evidence that suggests similar systems exist in the universe.
●Compare and contrast planets based on data provided about size, composition,
location, orbital movement, atmosphere, or surface features (includes moons).
●Explain how gravitational force affects objects in the Solar System (e.g., moons,
tides, orbits, satellites).
●Explain how technological advances have allowed scientists to re-evaluate or
extend existing ideas about the Solar System.
●Define an astronomical unit as the distance from the Earth to the Sun.
●Describe objects such as asteroids, comets and meteors in terms of their characteristics and
movement patterns.
●Describe the universe as being comprised of billions of galaxies, each containing many billions of
stars; and explain that there are vast distances separating these galaxies and stars from one
another and from the Earth.
●Describe ways in which technology has increased our understanding of the world in which we
live.
●Access information from a variety of media sources (e.g., Internet, CD-ROM programs, print
resources).
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to
summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Describe objects such as asteroids, comets and meteors in terms of their characteristics and
movement patterns.
●Describe the universe as being comprised of billions of galaxies, each containing many billions of
stars; and explain that there are vast distances separating these galaxies and stars from one
another and from the Earth.
●Describe ways in which technology has increased our understanding of the world in which we
live.
●Access information from a variety of media sources (e.g., Internet, CD-ROM programs, print
resources).
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to
summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Astronomy Topics Unit
-Areas of Focus within The Geology Topics Unit: Plate Tectonics,
Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the
Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots,
Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes,
Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes,
Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami’s,
Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals,
Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks,
Common Sedimentary Rocks, Common Metamorphic Rocks.
Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the
Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots,
Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes,
Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes,
Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami’s,
Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals,
Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks,
Common Sedimentary Rocks, Common Metamorphic Rocks.
Geology Topics Unit (6th,7th,8th) Earth Sciences
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below and much more.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Relate how geologic time is determined using various dating methods (e.g.,
radioactive decay, rock sequences, fossil records).
●Explain the theory of plate tectonics.
●Describe the movement of crustal plates and explain how the effects have altered
the Earth’s features.
●Distinguish between the three categories of rocks (metamorphic, igneous and
sedimentary) and describe the processes that create them.
●Explain how the Solar System formed from a giant cloud of gas and debris about 5
billion years ago.
●Describe and define the different landforms on the Earth’s surface, such as
coastlines, rivers, mountains, deltas, canyons, etc.;
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact, and develop a means of sequencing this evidence.
●Describe rock as being composed of different combinations of minerals.
●Given information about Earth materials, explain how their characteristics lend
themselves to specific uses
●Given certain Earth materials (soils, rocks, or minerals) use physical properties to
sort, classify, and/or describe them.
●Recognize that vibrations in materials set up wavelike disturbances that spread
away from the source, as with earthquakes.
●Identify minerals by their physical properties, such as color, texture and cleavage,
and describe simple tests used in the identification process.
●Describe the layers of the Earth, including the core, mantle, lithosphere,
hydrosphere, and atmosphere.
●Use geological evidence provided to support the idea that Earth’s crust/lithosphere
is composed of plates that move.
Explain how fossils found in sedimentary rock can be used to support the theories of
Earth’s evolution over geologic time; and describe how the folding, breaking, and
uplifting of the layers affects the evidence.
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact; and develop a means of sequencing this evidence.
●Explain how symmetry (or the lack of it) may determine properties of many objects,
from molecules and crystals to organisms and designed structures.
●Understand that some form of science is used in most jobs/careers and that some
jobs/careers specifically require knowledge of Earth science.
●Explain that large rocks can be broken down into smaller rocks.
●The Earth and Earth materials, as we know them today, have developed over long
periods of time, through constant change processes.
●Recognize that solid rocks, soils, and water in its liquid and solid states can be
found on the Earth’s surface.
●Use observable properties, such as color and texture, to classify and organize
rocks and minerals.
●Describe rocks and soils in terms of their physical properties.
●Explain how soil is formed from combinations of weathered rock and decomposed
plant and animal remains, and that it contains living organisms.
●Explain how sediments of sand and smaller particles, which may contain the
remains of organisms, are gradually buried and cemented together by dissolved
minerals to form solid rock.
●Using data about a rock’s physical characteristics, make and support an inference
about the rock’s history and connection to the rock cycle.
●Compare information about fossils to living organisms and other fossils to
determine any similarities and differences.
Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
are interested. This unit does cover many topics / standards that are not addressed
below and much more.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Relate how geologic time is determined using various dating methods (e.g.,
radioactive decay, rock sequences, fossil records).
●Explain the theory of plate tectonics.
●Describe the movement of crustal plates and explain how the effects have altered
the Earth’s features.
●Distinguish between the three categories of rocks (metamorphic, igneous and
sedimentary) and describe the processes that create them.
●Explain how the Solar System formed from a giant cloud of gas and debris about 5
billion years ago.
●Describe and define the different landforms on the Earth’s surface, such as
coastlines, rivers, mountains, deltas, canyons, etc.;
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact, and develop a means of sequencing this evidence.
●Describe rock as being composed of different combinations of minerals.
●Given information about Earth materials, explain how their characteristics lend
themselves to specific uses
●Given certain Earth materials (soils, rocks, or minerals) use physical properties to
sort, classify, and/or describe them.
●Recognize that vibrations in materials set up wavelike disturbances that spread
away from the source, as with earthquakes.
●Identify minerals by their physical properties, such as color, texture and cleavage,
and describe simple tests used in the identification process.
●Describe the layers of the Earth, including the core, mantle, lithosphere,
hydrosphere, and atmosphere.
●Use geological evidence provided to support the idea that Earth’s crust/lithosphere
is composed of plates that move.
Explain how fossils found in sedimentary rock can be used to support the theories of
Earth’s evolution over geologic time; and describe how the folding, breaking, and
uplifting of the layers affects the evidence.
●Identify connections between fossil evidence and geological events, such as
changes in atmospheric composition, movement of tectonic plates, and
asteroid/comet impact; and develop a means of sequencing this evidence.
●Explain how symmetry (or the lack of it) may determine properties of many objects,
from molecules and crystals to organisms and designed structures.
●Understand that some form of science is used in most jobs/careers and that some
jobs/careers specifically require knowledge of Earth science.
●Explain that large rocks can be broken down into smaller rocks.
●The Earth and Earth materials, as we know them today, have developed over long
periods of time, through constant change processes.
●Recognize that solid rocks, soils, and water in its liquid and solid states can be
found on the Earth’s surface.
●Use observable properties, such as color and texture, to classify and organize
rocks and minerals.
●Describe rocks and soils in terms of their physical properties.
●Explain how soil is formed from combinations of weathered rock and decomposed
plant and animal remains, and that it contains living organisms.
●Explain how sediments of sand and smaller particles, which may contain the
remains of organisms, are gradually buried and cemented together by dissolved
minerals to form solid rock.
●Using data about a rock’s physical characteristics, make and support an inference
about the rock’s history and connection to the rock cycle.
●Compare information about fossils to living organisms and other fossils to
determine any similarities and differences.
Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Next Generation Science Standards (NGSS)
MS.PS3.3 (Apply principles to design and test a device that minimizes or maximizes thermal
energy transfer).
• Students conduct a number of heat transfer hands-on and data collecting activities.
Convection is describes and specific reference to plate movement and currents within the mantle
provided. Conduction includes an activity that has students collect thermal energy transfer
comparing the different of heat from in a Styrofoam vs. Plastic cup. Gummies bears that walk the
plank is a really fun provided conduction activity. Another activity explores radiation, collects
data, and graphs data using a bright lamp, gravel, and thermometer. Convection is addressed in
the gravel activity and throughout. A built-in quiz is also provided.
MS.LS4.1 (Interpret data for patterns in the fossil record that show the existence, diversity,
extinction, and change of life throughout earth history. This should be under the assumption that
natural laws operate today as they did in the past).
• Students see hundreds of visuals showing the diversity and changes in life throughout
earth system history as they explore each unit of time. Uniformitarianism that the laws of nature
don’t change over time is addressed throughout. Changes and advancements in anatomical
structures are addressed throughout. Geological eras and names of species go beyond the
boundary.
MS.ESS1.4 (Create an explanation based on evidence from rock layers for how the geologic time
scale is used to organize Earth’s 4.6 billion year old history).
• The principle of superposition is described with visuals. A neat activity uses playing cards
and a large stack of books to show how life is generally less complicated and older the deeper
you travel down the layers. Major events throughout earth history are described as well as
boundary events (mass extinctions). Video links, visuals, fossil evidence, and much more are
provided.
MS.ESS2.2 (Explain with evidence for how processes have changed Earth’s surface at varying
time and spatial scales).
• Plate movement, mountain formation, faults, folds, earthquakes, volcanoes, and more are
covered in detail. Varying time scales are addressed throughout. Weathering, erosion, and ice
ages are covered in the soil science unit. Impact events are covered in the Astronomy Unit.
MS.ESS2.3 (Analyze and interpret data on the distribution of fossils and rocks, continental
shapes, and seafloor, to provide evidence of plate movement). Students learn about plate
tectonics and continental drift. Visuals of continental shapes matching, similar rock structures
and fossil evidence on different continents, and sea floor spreading are covered in detail with
notes, visuals, video links, and review opportunities.
MS.ESS2.1 (Create a model to describe the cycling of Earth’s materials and the flow of energy
that drives the process).
• Plate boundaries are described in detail. Subduction zones are described in detail with
step by step sketches, video links, and animations. Crystallization to form minerals and rocks is
addressed in Parts IV, and V as is sedimentation. Deformation of rock is described with faulting
and folding. Student’s record class notes, answer questions, see animations, videos, and lots of
built-in review. Weathering / soil formation is covered in the soil science unit.
MS.ESS3.1 (Explain based on evidence for how the uneven distribution of Earth’s mineral,
energy, and groundwater resources are the result of past and current geoscience processes).
• Slides throughout describe parts of this standard.
MS.ESS3.2 (Analyze and interpret data on natural hazards to forecast future catastrophic events
and inform the development of technologies to mitigate their effects).
• This standard is with descriptions about how scientists use instruments to predict volcanic
eruptions. Emphasis is placed on how earthquakes are more difficult to predict but by collecting
data on earthquakes seismologists can make some predictions on when and how large the next
one might be. Many natural hazards such as tornadoes, hurricanes, thunderstorms, blizzards, ice
storms, microbursts and more are addressed in the weather unit.
HS.PS4.1 (Use mathematical representations to support a claim about relationship among the
frequency, wavelength, and speed of waves traveling in various media).
• The speed of primary and secondary waves is addressed.
HS.ESS1.1 (Evaluate evidence of the past and current movements of continental and oceanic
crust and the theory of plate tectonics to explain the ages of crustal rocks).
• Textual slides, animations, visuals, video links, and much more address this standard. A
neat activity has students cutout provided pictures to recreate sea floor spreading. Important
visuals and explanations are included.
HS.ESS1.6 (Apply scientific reasoning and evidence from ancient Earth materials, meteorites,
and other planetary surfaces to construct an account of Earth’s formation and early history).
• This standard is covered in Part Earth System History. Students also create a timeline on
the floor using longs sheets of paper. Directions and information about the Precambrian Super
Eon and included. Video links, visuals, textual slides, and much more are provided.
HS.ESS1.6 (Develop a model to illustrate how Earth’s internal and surface processes operate at
different spatial and temporal scales to form continental and ocean floor features).
• Plate boundaries and the features they create as a result of volcanism, tectonic uplift,
orogeny, are described with visuals, animated slides, text, video links, and more. Destructive
forces such as weathering and mass wasting are addressed in the Weathering, Soil Science, Ice-
Ages and Glaciers Unit.
5.PS1.1. (Develop a model that matter is made of particles too small be seen). Particles are
addressed in the mineral portion of this unit.
5.PS1.3. (Make observation and measurements to identify materials based on their properties).
This standard is addressed when students investigate properties of minerals
MS.PS3.3 (Apply principles to design and test a device that minimizes or maximizes thermal
energy transfer).
• Students conduct a number of heat transfer hands-on and data collecting activities.
Convection is describes and specific reference to plate movement and currents within the mantle
provided. Conduction includes an activity that has students collect thermal energy transfer
comparing the different of heat from in a Styrofoam vs. Plastic cup. Gummies bears that walk the
plank is a really fun provided conduction activity. Another activity explores radiation, collects
data, and graphs data using a bright lamp, gravel, and thermometer. Convection is addressed in
the gravel activity and throughout. A built-in quiz is also provided.
MS.LS4.1 (Interpret data for patterns in the fossil record that show the existence, diversity,
extinction, and change of life throughout earth history. This should be under the assumption that
natural laws operate today as they did in the past).
• Students see hundreds of visuals showing the diversity and changes in life throughout
earth system history as they explore each unit of time. Uniformitarianism that the laws of nature
don’t change over time is addressed throughout. Changes and advancements in anatomical
structures are addressed throughout. Geological eras and names of species go beyond the
boundary.
MS.ESS1.4 (Create an explanation based on evidence from rock layers for how the geologic time
scale is used to organize Earth’s 4.6 billion year old history).
• The principle of superposition is described with visuals. A neat activity uses playing cards
and a large stack of books to show how life is generally less complicated and older the deeper
you travel down the layers. Major events throughout earth history are described as well as
boundary events (mass extinctions). Video links, visuals, fossil evidence, and much more are
provided.
MS.ESS2.2 (Explain with evidence for how processes have changed Earth’s surface at varying
time and spatial scales).
• Plate movement, mountain formation, faults, folds, earthquakes, volcanoes, and more are
covered in detail. Varying time scales are addressed throughout. Weathering, erosion, and ice
ages are covered in the soil science unit. Impact events are covered in the Astronomy Unit.
MS.ESS2.3 (Analyze and interpret data on the distribution of fossils and rocks, continental
shapes, and seafloor, to provide evidence of plate movement). Students learn about plate
tectonics and continental drift. Visuals of continental shapes matching, similar rock structures
and fossil evidence on different continents, and sea floor spreading are covered in detail with
notes, visuals, video links, and review opportunities.
MS.ESS2.1 (Create a model to describe the cycling of Earth’s materials and the flow of energy
that drives the process).
• Plate boundaries are described in detail. Subduction zones are described in detail with
step by step sketches, video links, and animations. Crystallization to form minerals and rocks is
addressed in Parts IV, and V as is sedimentation. Deformation of rock is described with faulting
and folding. Student’s record class notes, answer questions, see animations, videos, and lots of
built-in review. Weathering / soil formation is covered in the soil science unit.
MS.ESS3.1 (Explain based on evidence for how the uneven distribution of Earth’s mineral,
energy, and groundwater resources are the result of past and current geoscience processes).
• Slides throughout describe parts of this standard.
MS.ESS3.2 (Analyze and interpret data on natural hazards to forecast future catastrophic events
and inform the development of technologies to mitigate their effects).
• This standard is with descriptions about how scientists use instruments to predict volcanic
eruptions. Emphasis is placed on how earthquakes are more difficult to predict but by collecting
data on earthquakes seismologists can make some predictions on when and how large the next
one might be. Many natural hazards such as tornadoes, hurricanes, thunderstorms, blizzards, ice
storms, microbursts and more are addressed in the weather unit.
HS.PS4.1 (Use mathematical representations to support a claim about relationship among the
frequency, wavelength, and speed of waves traveling in various media).
• The speed of primary and secondary waves is addressed.
HS.ESS1.1 (Evaluate evidence of the past and current movements of continental and oceanic
crust and the theory of plate tectonics to explain the ages of crustal rocks).
• Textual slides, animations, visuals, video links, and much more address this standard. A
neat activity has students cutout provided pictures to recreate sea floor spreading. Important
visuals and explanations are included.
HS.ESS1.6 (Apply scientific reasoning and evidence from ancient Earth materials, meteorites,
and other planetary surfaces to construct an account of Earth’s formation and early history).
• This standard is covered in Part Earth System History. Students also create a timeline on
the floor using longs sheets of paper. Directions and information about the Precambrian Super
Eon and included. Video links, visuals, textual slides, and much more are provided.
HS.ESS1.6 (Develop a model to illustrate how Earth’s internal and surface processes operate at
different spatial and temporal scales to form continental and ocean floor features).
• Plate boundaries and the features they create as a result of volcanism, tectonic uplift,
orogeny, are described with visuals, animated slides, text, video links, and more. Destructive
forces such as weathering and mass wasting are addressed in the Weathering, Soil Science, Ice-
Ages and Glaciers Unit.
5.PS1.1. (Develop a model that matter is made of particles too small be seen). Particles are
addressed in the mineral portion of this unit.
5.PS1.3. (Make observation and measurements to identify materials based on their properties).
This standard is addressed when students investigate properties of minerals
Geology Topics Unit
-Areas of Focus within The Soil Science and Ice-Ages Unit: Importance
of Soil, Weathering, Mechanical Weathering, Chemical Weathering,
Surface Area and Weathering, Mass Movement of Earthen Materials,
Soil, Soil Color, Particle Size, Soil Porosity and Permeability, Soil
Horizons, Soil Conservation, The Dust Bowl, Erosion, Deposition, Soil
Conservation Measures, Glaciers, Types of Glaciers, Ice Ages,
Paleoecology, Glacial Landforms.
of Soil, Weathering, Mechanical Weathering, Chemical Weathering,
Surface Area and Weathering, Mass Movement of Earthen Materials,
Soil, Soil Color, Particle Size, Soil Porosity and Permeability, Soil
Horizons, Soil Conservation, The Dust Bowl, Erosion, Deposition, Soil
Conservation Measures, Glaciers, Types of Glaciers, Ice Ages,
Paleoecology, Glacial Landforms.
Weathering, Soil Science, Ice Ages, and Glaciers Unit
(5th,6th,7th,8th) Earth Sciences
(
(5th,6th,7th,8th) Earth Sciences
(
Next Generation Science Standards (NGSS)
HS.ESS3.2 (Evaluate competing design solutions for developing, managing,
and utilizing energy and mineral resources based on cost benefit ratios).
• Emphasis is placed on conservation of soil. Ways to reduce erosion and
increase soil fertility.
HS.ESS3.1 (Construct an explanation based on evidence for how the
availability of natural resources, occurrence of natural hazards, and changes in
climate have influenced human activity).
• Emphasis in this unit is placed on mass movement of earthen materials,
erosion, the Dust Bowl and soil conservation.
HS.ESS3.2 (Evaluate competing design solutions for developing, managing,
and utilizing energy and mineral resources based on cost benefit ratios).
• Emphasis is placed on conservation of soil. Ways to reduce erosion and
increase soil fertility.
HS.ESS3.1 (Construct an explanation based on evidence for how the
availability of natural resources, occurrence of natural hazards, and changes in
climate have influenced human activity).
• Emphasis in this unit is placed on mass movement of earthen materials,
erosion, the Dust Bowl and soil conservation.
Below are just a few of the typical standards that this unit addresses for those that are interested. This unit does cover many topics / standards that are not addressed below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Explain that large rocks can be broken down into smaller rocks.
●Explain that smaller rocks come from the breaking and weathering of larger rocks and bedrock.
●Explain how soil is formed from combinations of weathered rock and decomposed plant and animal remains, and that it contains living organisms.
●Identify the components of soil and other factors, such as bacteria, fungi and worms, that influence its texture, fertility, and resistance to erosion;
●Describe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life;
●Explain how some changes to the Earth’s surface happen abruptly, as a result of landslides, - earthquakes and volcanic eruptions, while other changes, happen very slowly as a result
of weathering, erosions and deposition of sediment caused by waves, wind, water and ice;
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Recognize that an agricultural system is designed to maximize the use of all the elements in the system, including using plants for food, oxygen, for the filtration of air and water, and for
making compost.
●Identify and describe some of the processes and systems used to grow food, including irrigation,
●Use results from an experiment to draw conclusions about how water interacts with earth materials (e.g., percolation, erosion, frost heaves).
●The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
●Describe soils in terms of their physical properties.
●Describe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Explain that large rocks can be broken down into smaller rocks.
●Explain that smaller rocks come from the breaking and weathering of larger rocks and bedrock.
●Explain how soil is formed from combinations of weathered rock and decomposed plant and animal remains, and that it contains living organisms.
●Identify the components of soil and other factors, such as bacteria, fungi and worms, that influence its texture, fertility, and resistance to erosion;
●Describe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life;
●Explain how some changes to the Earth’s surface happen abruptly, as a result of landslides, - earthquakes and volcanic eruptions, while other changes, happen very slowly as a result
of weathering, erosions and deposition of sediment caused by waves, wind, water and ice;
●Explain that most microorganisms do not cause disease and that many are beneficial to the environment.
●Recognize that an agricultural system is designed to maximize the use of all the elements in the system, including using plants for food, oxygen, for the filtration of air and water, and for
making compost.
●Identify and describe some of the processes and systems used to grow food, including irrigation,
●Use results from an experiment to draw conclusions about how water interacts with earth materials (e.g., percolation, erosion, frost heaves).
●The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
●Describe soils in terms of their physical properties.
●Describe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Weathering, Soil Science, Ice Ages, Glaciers
-Areas of Focus within The Weather and Climate Unit: What is
weather?, Climate, Importance of the Atmosphere, Components of the
Atmosphere, Layers of the Atmosphere, Air Quality and Pollution,
Carbon Monoxide, Ozone Layer, Ways to Avoid Skin Cancer, Air
Pressure, Barometer, Air Pressure and Wind, Fronts, Wind, Global
Wind, Coriolis Force, Jet Stream, Sea Breeze / Land Breeze, Mountain
Winds, Mountain Rain Shadow, Wind Chill, Flight, Dangerous Weather
Systems, Light, Albedo, Temperature, Thermometers, Seasons,
Humidity / Condensation / Evaporation, Dew Points, Clouds, Types of
Clouds, Meteorology, Weather Tools, Isotherms, Ocean Currents,
Enhanced Global Warming, Greenhouse Effect, The Effects of Global
Warming, Biomes, Types of Biomes.
weather?, Climate, Importance of the Atmosphere, Components of the
Atmosphere, Layers of the Atmosphere, Air Quality and Pollution,
Carbon Monoxide, Ozone Layer, Ways to Avoid Skin Cancer, Air
Pressure, Barometer, Air Pressure and Wind, Fronts, Wind, Global
Wind, Coriolis Force, Jet Stream, Sea Breeze / Land Breeze, Mountain
Winds, Mountain Rain Shadow, Wind Chill, Flight, Dangerous Weather
Systems, Light, Albedo, Temperature, Thermometers, Seasons,
Humidity / Condensation / Evaporation, Dew Points, Clouds, Types of
Clouds, Meteorology, Weather Tools, Isotherms, Ocean Currents,
Enhanced Global Warming, Greenhouse Effect, The Effects of Global
Warming, Biomes, Types of Biomes.
Weather and Climate Unit (6th,7th,8th) Earth Sciences
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe and make predictions about local and regional weather conditions using
observation and data collection methods.
●Identify weather patterns by tracking weather related events, such as hurricanes.
●Explain the composition and structure of the Earth's atmosphere;
●Describe weather in terms of temperature, wind speed and direction, precipitation,
and cloud cover;
●Describe how clouds affect weather and climate, including precipitation, reflecting
light from the sun, and retaining heat energy emitted from the Earth’s surface.
●Recognize that images taken of the Earth from space can show its features, and
any changes in those features that appear over time;
●Explain that satellites can be used to view and track storms and Earth events, such
as hurricanes and wild fires.
●Recognize that things change in steady, repetitive, or irregular ways, or sometimes,
in more than one way at the same time;
●Recognize how the tilt of the Earth's axis and the Earth's revolution around the Sun
affect seasons and weather patterns;
●Identify and describe seasonal, daylight and weather patterns as they relate to
energy.
●Recognize that satellites and Doppler radar can be used to observe or predict the
weather.
●Employ knowledge of basic weather symbols to read and interpret weather and
topographic maps.
●Read and interpret data from barometers, sling psychrometers and anemometers.
●Recognize that weather conditions change frequently, and that weather patterns
change over the seasons.
●Describe and compare weather using observations and measurements of local
weather conditions.
●Explain how water exists in the atmosphere in different forms and describe how it
changes from one form to another through various processes such as freezing,
condensation, precipitation and evaporation.
●Explain that air surrounds the Earth, it takes up space, and it moves around as wind.
●Based on data collected from daily weather observations, describe weather
changes or weather patterns.
●Explain how the use of scientific tools helps to extend senses and gather data about
weather (i.e., weather/wind vane– direction; wind sock– wind intensity; anemometer–
speed; thermometer– temperature; meter sticks/rulers– snow depth; rain gauges–
rain amount in inches).
●Recognize that solid rocks, soils, and water in its liquid and solid states can be
found on the Earth’s surface.
●Recognize that water can be a liquid or a solid; and explain that it can be made to
change from one state to the other, but the amount (mass) of water always remains
the same in either state.
●Describe how catastrophic changes that have taken place on the Earth’s surface
can be revealed by satellite images.
●Explain the role of differential heating or convection in ocean currents, winds,
weather and weather patterns, atmosphere, or climate.
●Recognize that satellites and Doppler radar can be used to observe or predict the
weather.
●Employ knowledge of basic weather symbols to read and interpret weather
●Read and interpret data from barometers, sling psychrometers and anemometers.
●Describe how man uses land-based light telescopes, radio telescopes, satellites,
manned exploration, probes and robots to collect data.
●Describe how Earth’s atmospheric composition has changed from the formation of
the Earth through current time.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Explain the composition and structure of the Earth’s atmosphere.
●Describe how clouds affect weather and climate, including precipitation, reflecting
light from the sun, and retaining heat energy emitted from the Earth’s surface.
●Identify and describe the impact certain factors have on the Earth’s climate,
including changes in the oceans’ temperature, changes in the composition of the
atmosphere, and geological shifts due to events such as volcanic eruptions and
glacial movements.
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe and make predictions about local and regional weather conditions using
observation and data collection methods.
●Identify weather patterns by tracking weather related events, such as hurricanes.
●Explain the composition and structure of the Earth's atmosphere;
●Describe weather in terms of temperature, wind speed and direction, precipitation,
and cloud cover;
●Describe how clouds affect weather and climate, including precipitation, reflecting
light from the sun, and retaining heat energy emitted from the Earth’s surface.
●Recognize that images taken of the Earth from space can show its features, and
any changes in those features that appear over time;
●Explain that satellites can be used to view and track storms and Earth events, such
as hurricanes and wild fires.
●Recognize that things change in steady, repetitive, or irregular ways, or sometimes,
in more than one way at the same time;
●Recognize how the tilt of the Earth's axis and the Earth's revolution around the Sun
affect seasons and weather patterns;
●Identify and describe seasonal, daylight and weather patterns as they relate to
energy.
●Recognize that satellites and Doppler radar can be used to observe or predict the
weather.
●Employ knowledge of basic weather symbols to read and interpret weather and
topographic maps.
●Read and interpret data from barometers, sling psychrometers and anemometers.
●Recognize that weather conditions change frequently, and that weather patterns
change over the seasons.
●Describe and compare weather using observations and measurements of local
weather conditions.
●Explain how water exists in the atmosphere in different forms and describe how it
changes from one form to another through various processes such as freezing,
condensation, precipitation and evaporation.
●Explain that air surrounds the Earth, it takes up space, and it moves around as wind.
●Based on data collected from daily weather observations, describe weather
changes or weather patterns.
●Explain how the use of scientific tools helps to extend senses and gather data about
weather (i.e., weather/wind vane– direction; wind sock– wind intensity; anemometer–
speed; thermometer– temperature; meter sticks/rulers– snow depth; rain gauges–
rain amount in inches).
●Recognize that solid rocks, soils, and water in its liquid and solid states can be
found on the Earth’s surface.
●Recognize that water can be a liquid or a solid; and explain that it can be made to
change from one state to the other, but the amount (mass) of water always remains
the same in either state.
●Describe how catastrophic changes that have taken place on the Earth’s surface
can be revealed by satellite images.
●Explain the role of differential heating or convection in ocean currents, winds,
weather and weather patterns, atmosphere, or climate.
●Recognize that satellites and Doppler radar can be used to observe or predict the
weather.
●Employ knowledge of basic weather symbols to read and interpret weather
●Read and interpret data from barometers, sling psychrometers and anemometers.
●Describe how man uses land-based light telescopes, radio telescopes, satellites,
manned exploration, probes and robots to collect data.
●Describe how Earth’s atmospheric composition has changed from the formation of
the Earth through current time.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Explain the composition and structure of the Earth’s atmosphere.
●Describe how clouds affect weather and climate, including precipitation, reflecting
light from the sun, and retaining heat energy emitted from the Earth’s surface.
●Identify and describe the impact certain factors have on the Earth’s climate,
including changes in the oceans’ temperature, changes in the composition of the
atmosphere, and geological shifts due to events such as volcanic eruptions and
glacial movements.
Next Generation Science Standards (NGSS)
MS.ESS2.4 (Create a model to describe the cycling of water through Earth’s systems driven by
energy from the sun and the force of gravity).
• Students create a step by step drawing of the water cycle. The role of the sun and gravity
within the cycle are mentioned throughout. Many review slides and built-in activities are spread
throughout. Changes in the states of matter and throughout the water cycle are described.
MS.ESS2.5 (Gather data to show how the motion and complex interaction of air masses results
in change in weather conditions).
• This unit addresses that air masses flow from regions of high pressure to low pressure
causing weather. This unit also describes with notes, visuals, activities, and videos how
weather changes over time and sudden changes in weather result when air masses collide.
MS.ESS2.6 (Create a model to describe how unequal heating and rotation of the Earth cause
patterns of atmospheric and oceanic circulation that determine regional climates).
• Students create step by step drawings of global wind patterns, areas of pressure, and
explore the Coriolis Effect with visuals, activities, and video links. Emphasis of the ocean
conveyor is also provided in Part III, Earth the water planet.
MS.ESS2.5 (Ask clarifying questions based on evidence of the factors that have caused the rise
in global temperatures over the past century).
• Climate change is addressed heavily in part IV. Natural processes that cause climate
change are addressed but emphasis is placed on the major role of human activities such as the
burning of fossil fuels that have caused the recent rise in global temperatures. Visuals of
graphs, activities, video links, and more are provided.
MS.ESS3.2 (Analyze and interpret data on natural hazards to forecast future catastrophic events
and inform the development of technologies to mitigate their effects).
• This standard is covered in video clips about how scientists use computers to predict
hurricane paths, and also addressed with how volcanologist can use a variety to instruments to
predict volcanic eruptions. Emphasis is placed on how earthquakes are more difficult to predict
but by collecting data on earthquakes seismologists can make some predictions on when and
how large the next one might be. Many natural hazards such as tornadoes, hurricanes,
thunderstorms, blizzards, ice storms, microbursts and more are included. Students create
presentations for the class that also address the above server weather systems.
HS.ESS2.4 (Use a model to describe how variations in the flow of energy into and out the Earth’
s systems result in changes in climate).
• This is addressed with text based slides, video link, and review questions. Timescale is
addressed in the video link. An optional PowerPoint is provided in the activities folder that
describes Milankovitch Cycles and the Maunder Minimum. Emphasis is placed on the fact that
climate changes in the past can be attributed to natural sources and that recent climate
changes, however, cannot be explained by natural causes alone.
HS.ESS3.5 (Analyze geoscience data and the results from global climate models to make an
evidence-based forecast of the current rate of global or regional climate change and associated
future impacts to Earth systems.
• The big dangers associated with climate are addressed such as changes in the ice caps
causing sea level rise, changes in precipitation and temperature, acidification of the oceans,
possible changes in thermohaline circulation and much more.
HS.ESS3.1 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• Severe weather systems are addressed. Student projects use various media to present a
severe weather system. Climate change and the negative impacts it will have on populations
both human and the natural world are addressed. Other negative impacts described include
changes to regional weather patterns, drought, famine, and the conflicts that will result. Visuals,
text, video links, and academic links are provided.
5-PS1-1. (Develop a model that matter is made of particles too small be seen).
• The particles that make up the atmosphere are addressed. The scattering of light when it
hits N2 gas and O2 gas is covered. Water H20 is addressed in the water cycle portion of this
unit. Carbon dioxide and other greenhouse gas are addressed in the climate change portion.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere, hydrosphere, and
atmosphere interact).
• Slides provide several examples and also describe what each sphere is how they are
connected. Student then learn the water cycle in detail and how it interacts with the living and
nonliving world.
MS.ESS2.4 (Create a model to describe the cycling of water through Earth’s systems driven by
energy from the sun and the force of gravity).
• Students create a step by step drawing of the water cycle. The role of the sun and gravity
within the cycle are mentioned throughout. Many review slides and built-in activities are spread
throughout. Changes in the states of matter and throughout the water cycle are described.
MS.ESS2.5 (Gather data to show how the motion and complex interaction of air masses results
in change in weather conditions).
• This unit addresses that air masses flow from regions of high pressure to low pressure
causing weather. This unit also describes with notes, visuals, activities, and videos how
weather changes over time and sudden changes in weather result when air masses collide.
MS.ESS2.6 (Create a model to describe how unequal heating and rotation of the Earth cause
patterns of atmospheric and oceanic circulation that determine regional climates).
• Students create step by step drawings of global wind patterns, areas of pressure, and
explore the Coriolis Effect with visuals, activities, and video links. Emphasis of the ocean
conveyor is also provided in Part III, Earth the water planet.
MS.ESS2.5 (Ask clarifying questions based on evidence of the factors that have caused the rise
in global temperatures over the past century).
• Climate change is addressed heavily in part IV. Natural processes that cause climate
change are addressed but emphasis is placed on the major role of human activities such as the
burning of fossil fuels that have caused the recent rise in global temperatures. Visuals of
graphs, activities, video links, and more are provided.
MS.ESS3.2 (Analyze and interpret data on natural hazards to forecast future catastrophic events
and inform the development of technologies to mitigate their effects).
• This standard is covered in video clips about how scientists use computers to predict
hurricane paths, and also addressed with how volcanologist can use a variety to instruments to
predict volcanic eruptions. Emphasis is placed on how earthquakes are more difficult to predict
but by collecting data on earthquakes seismologists can make some predictions on when and
how large the next one might be. Many natural hazards such as tornadoes, hurricanes,
thunderstorms, blizzards, ice storms, microbursts and more are included. Students create
presentations for the class that also address the above server weather systems.
HS.ESS2.4 (Use a model to describe how variations in the flow of energy into and out the Earth’
s systems result in changes in climate).
• This is addressed with text based slides, video link, and review questions. Timescale is
addressed in the video link. An optional PowerPoint is provided in the activities folder that
describes Milankovitch Cycles and the Maunder Minimum. Emphasis is placed on the fact that
climate changes in the past can be attributed to natural sources and that recent climate
changes, however, cannot be explained by natural causes alone.
HS.ESS3.5 (Analyze geoscience data and the results from global climate models to make an
evidence-based forecast of the current rate of global or regional climate change and associated
future impacts to Earth systems.
• The big dangers associated with climate are addressed such as changes in the ice caps
causing sea level rise, changes in precipitation and temperature, acidification of the oceans,
possible changes in thermohaline circulation and much more.
HS.ESS3.1 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• Severe weather systems are addressed. Student projects use various media to present a
severe weather system. Climate change and the negative impacts it will have on populations
both human and the natural world are addressed. Other negative impacts described include
changes to regional weather patterns, drought, famine, and the conflicts that will result. Visuals,
text, video links, and academic links are provided.
5-PS1-1. (Develop a model that matter is made of particles too small be seen).
• The particles that make up the atmosphere are addressed. The scattering of light when it
hits N2 gas and O2 gas is covered. Water H20 is addressed in the water cycle portion of this
unit. Carbon dioxide and other greenhouse gas are addressed in the climate change portion.
5.ESS2.1 (Develop an example to describe ways the geosphere, biosphere, hydrosphere, and
atmosphere interact).
• Slides provide several examples and also describe what each sphere is how they are
connected. Student then learn the water cycle in detail and how it interacts with the living and
nonliving world.
Weather and Climate Unit
-Areas of Focus within the Water Molecule Unit:-Locations of Water on
the Planet, Importance of Water, Groundwater, Groundwater
Pollution, The Water Molecule, Properties of Water, Polarity,
Cohesion, Adhesion, Capillary Action, High Specific Heat, and Water
has a Neutral pH, Lower Density of Ice. Water is the Universal
Solvent, Mixtures.
the Planet, Importance of Water, Groundwater, Groundwater
Pollution, The Water Molecule, Properties of Water, Polarity,
Cohesion, Adhesion, Capillary Action, High Specific Heat, and Water
has a Neutral pH, Lower Density of Ice. Water is the Universal
Solvent, Mixtures.
The Water Molecule Unit (5th,6th,7th,8th) All Sciences
Next Generation Science Standards (NGSS)
MS.ESS2.4 (Create a model to describe the cycling of water through Earth’s systems driven by
energy from the sun and the force of gravity).
• Students create a step by step drawing of the water cycle. The role of the sun and gravity
within the cycle are mentioned throughout. Many review slides and built-in activities are spread
throughout. Changes in the states of matter and throughout the water cycle are described.
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human
impact on the environment).
• Students learn about water depletion when too much water is withdrawn from an
underground aquifer.
5-PS1-1. (Develop a model that matter is made of particles too small be seen).
• The molecular structure of water is covered. Behavior or these particles / properties of
water are also addressed.
HS.ESS3.1 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• Emphasis in this unit is placed on the availability of water on planet Earth and ground
water pollution. The positives and negatives are addressed surrounding hydraulic fracturing.
3-5.ETS1.1 (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
MS.ESS2.4 (Create a model to describe the cycling of water through Earth’s systems driven by
energy from the sun and the force of gravity).
• Students create a step by step drawing of the water cycle. The role of the sun and gravity
within the cycle are mentioned throughout. Many review slides and built-in activities are spread
throughout. Changes in the states of matter and throughout the water cycle are described.
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human
impact on the environment).
• Students learn about water depletion when too much water is withdrawn from an
underground aquifer.
5-PS1-1. (Develop a model that matter is made of particles too small be seen).
• The molecular structure of water is covered. Behavior or these particles / properties of
water are also addressed.
HS.ESS3.1 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• Emphasis in this unit is placed on the availability of water on planet Earth and ground
water pollution. The positives and negatives are addressed surrounding hydraulic fracturing.
3-5.ETS1.1 (Make observation and measurements to identify materials based on their
properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified
criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well
each is to meet criteria and constraints of the problem)
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Explain the properties that make water an essential component of the Earth’s
system, including solvency and its ability to maintain a liquid state at most
temperatures.
●Explain that water quality has a direct effect on Earth’s life forms.
●Identify the physical and chemical properties that make water an essential
component of the Earth’s system.
●Explain the processes that cause cycling of water into and out of the atmosphere
and their connections to our planet’s weather patterns.
●Organize observations and data into tables, charts and graphs.
●Recognize and describe the Earth’s surface as mostly covered by water.
●Explain that most of Earth’s water is salt water, which is found in the oceans, and
that fresh water is found in rivers, lakes, underground sources, and glaciers.
are interested. This unit does cover many topics / standards that are not addressed
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Explain the properties that make water an essential component of the Earth’s
system, including solvency and its ability to maintain a liquid state at most
temperatures.
●Explain that water quality has a direct effect on Earth’s life forms.
●Identify the physical and chemical properties that make water an essential
component of the Earth’s system.
●Explain the processes that cause cycling of water into and out of the atmosphere
and their connections to our planet’s weather patterns.
●Organize observations and data into tables, charts and graphs.
●Recognize and describe the Earth’s surface as mostly covered by water.
●Explain that most of Earth’s water is salt water, which is found in the oceans, and
that fresh water is found in rivers, lakes, underground sources, and glaciers.
The Water Molecule Unit (Instant Download)
-Areas of Focus within The Rivers and Water Quality Unit: Watersheds,
Rivers of the United States, Sections of a River, Parts of River
(Vocabulary), Stream Order, Erosion and Deposition, Water Quality,
Chemical Properties of Water, Bio-Indicators of Water Quality (EPT
richness), Physical Properties of Water Quality, Rivers and Flooding,
Factors that Control Flooding, Types of Flooding, Tsunami’s,
Wetlands, Flood Prevention, Levees, Dams and Ecosystem,
Importance of Dams, Impacts of Dams, Hydropower, Parts of Dam,
Salmon (Life Cycle), Systems of Help Salmon, Fish (General),
Layering in a Lake, Lake Turnover, Nutrients and Lakes. (Includes an
optional Water Quality Assessment Lab Report)
Rivers of the United States, Sections of a River, Parts of River
(Vocabulary), Stream Order, Erosion and Deposition, Water Quality,
Chemical Properties of Water, Bio-Indicators of Water Quality (EPT
richness), Physical Properties of Water Quality, Rivers and Flooding,
Factors that Control Flooding, Types of Flooding, Tsunami’s,
Wetlands, Flood Prevention, Levees, Dams and Ecosystem,
Importance of Dams, Impacts of Dams, Hydropower, Parts of Dam,
Salmon (Life Cycle), Systems of Help Salmon, Fish (General),
Layering in a Lake, Lake Turnover, Nutrients and Lakes. (Includes an
optional Water Quality Assessment Lab Report)
Rivers, Lakes, and Water Quality Unit
(5th,6th,7th,8th) All Sciences
(5th,6th,7th,8th) All Sciences
Next Generation Science Standards (NGSS)
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human
impact on the environment).
• Student design a levee system to mitigate the effects of flooding on a community.
Students also learn about hydroelectric dams and their positive and negative effects. Students
also study the importance of wetlands in flood prevention with a nice series of slides and
activities.
HS.LS4.6 (Create a simulation to test a solution to mitigate adverse impacts of human activity
on biodiversity).
• Students discuss issues in a role playing activity that brings a hydroelectric dam into their
community. Students research and politely argue both sides of the issue and biodiversity is an
important player in the town discussion.
HS.ESS3.1 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• This unit addresses flooding, tsunami’s, hydroelectric dams, and levee systems.
HS.ESS3.2 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• Students also learn about hydroelectric dams and their positive and negative effects/
Student’s research the issues associated with hydroelectric dams and then role in a town
meeting format. Evidence is shared and final vote occurs.
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human
impact on the environment).
• Student design a levee system to mitigate the effects of flooding on a community.
Students also learn about hydroelectric dams and their positive and negative effects. Students
also study the importance of wetlands in flood prevention with a nice series of slides and
activities.
HS.LS4.6 (Create a simulation to test a solution to mitigate adverse impacts of human activity
on biodiversity).
• Students discuss issues in a role playing activity that brings a hydroelectric dam into their
community. Students research and politely argue both sides of the issue and biodiversity is an
important player in the town discussion.
HS.ESS3.1 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• This unit addresses flooding, tsunami’s, hydroelectric dams, and levee systems.
HS.ESS3.2 (Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human
activity).
• Students also learn about hydroelectric dams and their positive and negative effects/
Student’s research the issues associated with hydroelectric dams and then role in a town
meeting format. Evidence is shared and final vote occurs.
Below are just a few of the typical standards that this unit addresses for those that
are interested. This unit does cover many topics / standards that are not addressed
below and much more.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe how water flows into and through a watershed, falling on the land,
collecting in rivers and lakes, soil, and porous layers of rock, until much of it flows
back into the ocean.
●Describe and define the different landforms on the Earth’s surface, such as
coastlines, rivers, mountains, deltas, canyons, etc.;
●Use results from an experiment to draw conclusions about how water interacts with
earth materials (e.g., percolation, erosion, and frost heaves).
●Demonstrate the appropriate use of tools, such as thermometers, probes,
microscopes and computers to gather, analyze and interpret data in the life sciences.
●Provide examples of technology that have changed the environment and explain
whether the effect had a positive or negative impact.
●Provide examples of how all organisms, including humans, impact their
environment; and explain how some changes can be detrimental to other organisms.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
are interested. This unit does cover many topics / standards that are not addressed
below and much more.
●Keep a journal record of observations, recognizing patterns, summarizing findings,
and reflecting on the observations.
●Describe how water flows into and through a watershed, falling on the land,
collecting in rivers and lakes, soil, and porous layers of rock, until much of it flows
back into the ocean.
●Describe and define the different landforms on the Earth’s surface, such as
coastlines, rivers, mountains, deltas, canyons, etc.;
●Use results from an experiment to draw conclusions about how water interacts with
earth materials (e.g., percolation, erosion, and frost heaves).
●Demonstrate the appropriate use of tools, such as thermometers, probes,
microscopes and computers to gather, analyze and interpret data in the life sciences.
●Provide examples of technology that have changed the environment and explain
whether the effect had a positive or negative impact.
●Provide examples of how all organisms, including humans, impact their
environment; and explain how some changes can be detrimental to other organisms.
●Use a variety of tools and formats (oral presentations, journals, and multimedia
presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
Rivers, Lakes, Water Quality Unit (Download)
Download Curriculum Guide (.doc) and Manual
Entire Science Curriculum (All 20 Units, 50,000+ Slides and much more)
Dear Valued Educator,
If you have any questions or encounter any problems please feel free contact me. I will be happy to answer any questions you may
have. Thank you for visiting this website.
Sincerely,
Ryan Murphy M.Ed
ryemurf@gmail.com
If you have any questions or encounter any problems please feel free contact me. I will be happy to answer any questions you may
have. Thank you for visiting this website.
Sincerely,
Ryan Murphy M.Ed
ryemurf@gmail.com
@Science_Murf
Copyright © 2011 Science from Murf LLC. All rights reserved.
| | | | |
%2C%20lab%20activities%2C%20projects%2C%20discussion%20questions%2C%20and%20review%20games%20are%20meaningful%2C%20the%20built-in%20quizzes%20and%20constant%20questions%20involve%20the%20class%20and%20challenge%20them.%20%2020%20Full%20Units%20of%20Study%2C%2050%2C000%20Slides%2C%20Grades%205-10)
Taxonomy and Classification Unit
