Welcome Curriculum Guide Standards

Dear Valued Educator,
Thank you for your interest in this four year science curriculum. Each of the
20 units in the curriculum come with a multi-part PowerPoint slideshow, bundled
homework packae, modified assessment, unit notes, answer keys, a!ailable
worksheets that follow the slideshow, PowerPoint re!iew ames, crosswords,
rubrics, and eneral information folder. The bundled homework and unit notes
chronoloically follow the unit slideshow. " print the bundled homework packaes
and hand them to the students on the first day of the unit. #omework becomes
stayin current with class topics. " also ha!e the students use a white lined $ournal
to record class acti!ities, red slide notes, and much more. %!ailable worksheets are
also pro!ided and a slide within the slideshow alerts the teacher and students when
these sheets are rele!ant. " allow students to use their $ournal to help them with
their bundled homework packae and PowerPoint re!iew ames. " also copy unit
notes for the students who ha!e difficulty & need e'tra assistance. (upport staff can
also benefit from a copy of the unit notes and answer !ersion to the bundled
homework packae.
These science units are lookin forward to your enthusiasm and creati!ity.
)eel free to chane the lessons to fit your own needs. Please read the paes below
to et a better understandin of how to utili*e these resources in your classroom. "
ha!e worked !ery hard throuh trial and error creatin these resources and look
forward to hearin your feedback. +nce aain, thank you for your interest and
please feel free to contact me with any ,uestions you may ha!e.
(incerely,
-yan P. .urphy .. Ed
ryemurf/mail.com
www.sciencepowerpoint/mail.com
PowerPoint Slideshows
Teacher should have a version of PowerPoint on their computer or Keynote for Mac which is
compatible. Classroom teachers should also have an LCD projector. I have modified my wall
usin white poster boards to create a wall si!e viewin area. The larer you can create a screen
the better. "avin a remote slide advancer with optional laser pointer is very helpful as most
of the units have thousands of slides. I put many elastic bands around my remote presenter
because you will eventually drop it and they tend to brea# easily. Teachin without the remote
will limit your mobility and ta#e lots of e$tra time and travel.
%ach unit comes with a multi&part PowerPoint slideshow. The parts are labeled Part I' Part II'
etc' and will chronoloically uide you throuh an entire unit of study. ( bundled homewor#
pac#ae' unit notes' available wor#sheets' and more support the slideshow. ( slide within the
PowerPoint roadmap alerts the students and teacher of activity sheets' video lin#s' homewor#
chec#s' review ames' and much more. I)ve tried to ma#e everythin in the unit chronoloical.
There are two types of slides' red slides and blac# slides. *oth have value but red slides are
considered critical class notes. ( slide at the beinnin of the unit describes how these slides
should be recorded in the students+ journal neatly. These slides are very important for the
bundled homewor# pac#ae and are usually important definitions or concepts. Class notes which
are all of the red slides and more can be found in the folders and distributed to the students
who strule with note ta#in. *lac# slides have many purposes and students should pay
attention and complete tas#s as described.
Many lin#s are provided to view videos' visit websites' ta#e ,ui!!es' and much more. Computers
should have access to the internet. Many of the videos direct you to -ouTube. If your school
bloc#s -ouTube you will need to visit those videos and download them from a home computer.
.ed /lide 0ote *lac# /lide (ctivity

Lesson Planning
I have tried to space e$citin hands&on activities' red slide notes' video and academic lin#s'
projects' simulations' readins' built&in ,ui!!es' and review opportunities throuhout the
PowerPoint. ( typical day may have many different learnin styles bein tareted. Daily lesson
plannin becomes advancin throuh the PowerPoint roadmap the niht before and assessin how
far you would li#e to et. I would recommend ettin the materials ready in advance. There
may be hand outs 1 available sheets that should be printed up in advance. ( slide with a visual is
provided for the teacher and student. %ach unit comes with a materials list' but oin throuh
the slideshow and e$aminin the activities and their directions is recommended. ( typical day
may be addressin a ,uestion' seein a video short' recordin some red slide notes' conductin a
small activity' and then answerin some ,uestions about the activity. 2ther days may be
completin or plannin a lare project or lare lab activity' ta#in one of the many review ames'
researchin' or any combination of the above. There is enouh content and variation in the
learnin that you can decide how far you want to advance in the slideshow. There are many
,uestions in the slideshow' and you can open these ,uestions up to table roup conversation and
then call upon students if you feel the students need it. It is o#ay to s#ip ahead a bit and then
cover some of the (reas of 3ocus another day. Keep in mind if s#ippin around that the
PowerPoint .eview 4ames' bundled homewor#' and lesson notes are chronoloical to the
PowerPoint slideshow. If I et throuh an area of focus in a lesson and don)t want to start
somethin new' I can have the students wor# on the bundled homewor# pac#ae' chec# science
journals' study the flashcards' and wor# on the colorin and labelin pae' crossword pu!!le' and
much more. 5sin the available sheets that help the students orani!e and raph data can save
time.
Available Sheets
The slideshows are set&up for journalin in a noteboo# 1 bound journal where students record
red slide notes' answer ,uestions' create spreadsheets' and so on. The available sheets for
each Part of the PowerPoint slideshow allow the teacher to print these resources in advance and
distribute them to the students for class wor#. It)s a nice option for teachers who don)t favor
journalin. I use a combination of the available sheets and journalin. ( slide in the slideshow
points out the location 1 ,uestion to be addressed on the available class wor# sheet. The
wor#sheets are meant to follow the slideshow chronoloically. ( slide is provided with a visual
that tells the teacher and reminds the students what part of the wor#sheet is bein addressed
ne$t.
The available sheets hold the students a bit more accountable as they can be collected and
raded at the end of the class. I don)t enerally collect the science journals everyday as the
students need them to complete their homewor#. The available sheets can be used as part of a
classwor# rade if you choose. 2nce handed bac#' they)re also a reat resource to use on the
bundled homewor# pac#ae and review ames.
The lab oriented available sheets have the spreadsheets' procedures' blan# raphs' and
,uestions built&in. These lab sheets are reat as time is always a crunch and the creatin of
spreadsheets 1 blan# raphs and ,uestions in a journal is time consumin and difficult for some
students. These wor#sheets are usually due immediately after the activity. These sheets can
also be helpful for those students who continually strule or are unable to complete a journal.
(vailable /heet Classwor# /lide to remind teacher & /heet 6.doc7 found in folder.
Bundled Homework Package
%ach unit comes with a bundled homewor# pac#ae. I print the bundle before the unit beins
and distribute to the students on the first day of the unit. The bundled homewor# pac#ae will
be due shortly after the completion of the unit. I allow students to use their journals created
in class 6from red slide notes and activities7' the internet' parents' and peers.
The pac#ae chronoloically follows the multi&part PowerPoint slideshow. /lides built&into the
slideshow remind the students and teacher where they should be on the homewor#. 0ihtly
homewor# then becomes stayin current with class instruction. /tudents should on averae be
puttin 89&:; minutes into their bundled homewor# every niht but tailor this time to your own
schools policies. I spend a considerable amount of time at the beinnin of the year 1 unit
describin what ,uality loo#s li#e on the homewor#. 2rani!in the homewor# as a bundle allows
the students to complete the homewor# on their schedule' wor#in more one niht' and less on
another.
*e aware of some students who let thins o to the last minute. The other disadvantae is
when a student loses a bundle they lose all of their wor# at once. I have provided a homewor#
rubric for radin. I try and chec# the bundled homewor# pac#aes often. This alerts me to
the students who are not stayin current' and provides a restart place if a student loses the
homewor# near the due date.
( modified version of the bundled homewor# pac#ae is also provided that loo# a lot li#e the
oriinal. This version is sinificantly shorter' many of the multi&part ,uestions are removed' and
the font is larer as are the lines for writin. These modified versions are a nice startin place
to bein ma#in individual accommodations for the students who re,uire. The modified versions
of the bundled homewor# are not provided in the student version of each unit just to eliminate
the student conversations that would emere from havin it available alonside the more
difficult version.
I also spend considerable time describin the rules for completion of the homewor#. I let
students wor# toether as lon as there is no direct copyin 1 just ivin of the answers. I
encourae students to share where they found the answer in their journal.
(nswers Keys to both bundled homewor# pac#aes are provided in the answer #ey folder.
These are reat to send to parents and support professionals to help them assist students. (s
far as radin oes' I enerally use the rubric and tend to reward effort and hard wor#. I
spend a lot of time showin e$amples of <(< wor# and put a lare emphasis on neatness and
content. -ou will find that these units are built for students to be successful if they are willin
to wor# hard. Colorin is not necessary but it doesn)t hurt if done well. .emind the students to
use the environmental print to assist them on spellin. The teacher could assin a value for
each ,uestion on the homewor# if you wish and rade accordinly.
This is a slide that reminds teacher and student what pae they should complete on the bundled
homewor# pac#ae. I re,uire the students to record this info into their assinment boo# when
this slide appears. It #eeps the students orani!ed.
Unit Notes
5nit notes are all of the red slide notes and much more. They also follow the slideshow
chronoloically. They are intended to help a student who may need them. I enerally print
them up at the beinnin of the unit and distribute them to those students. I have also iven
them to every student in the class 6usually the first unit of the year7. In these cases they)re
encouraed to be a useful tool to aid students in the journalin process. .ed slide notes can be
difficult for some students and havin the notes nearby #eeps the class movin forward in a
timely fashion. I have had some students use hihlihters to follow alon with class instruction.
/tudents who need the notes should be instructed to pull them out everyday for class. I then
slowly remove the supplied notes from the students who do not need them. I also ive support
staff a copy of the notes and parents who may want them. These notes are very helpful for the
bundled homewor# pac#ae that also chronoloically follows the slideshow. "avin a few e$tra
copies of the notes layin around is helpful for students who were absent or oin to be absent.
( copy of the notes is provided in the student folder which is very helpful but most students
will use the student version of the slideshow for assistance if iven a choice.
5nit 0otes 6%$ample7

PowerPoint Review Games
PowerPoint .eview ames loo# a lot li#e that familiar ame show =eo> > > > > . I don)t play
them the same way. ( slide usually located at the end of a slideshow 1 Part will alert the
teacher and student that it)s time for a PowerPoint .eview 4ame. ( template sheet is provided
in the activities folder for the PowerPoint .eview 4ames 8&:9. /tudents should record the
name of the ame and the cateories into the bo$es. The answers are provided in PowerPoint
form at the end and I have the student+s rade themselves. The ,uestion is presented before
the answer is revealed so the teacher can call upon students or table roups. ( non&answer #ey
version is also provided to ive students who may have missed the ame.
-ou will find the PowerPoint .eview 4ames in a folder appropriately named. /tudents should
record the topic of the .eview 4ame on the topic line of their sheet. They should also record
the name of each cateory to #eep the ame orani!ed.
I allow students to wor# in small table roups and will allow them to use their science journals.
?ith roup collaboration and the use of journals the scores are usually very hih. I have the
students practice what ,uiet roup communication sounds li#e. 2n occasion I will remove roup
wor# privilees if table roups et too loud in their answerin. To ma#e the ames more
difficult you can remove the use of journals. In these situations I alert the students that they
will need to study the niht before. I have allowed the use of one note card as a reference 1
cheat sheet.
To run the ame' advance throuh the slide show from the beinnin startin with ,uestion @8
and endin with the final ,uestion. %ach ,uestion 8&:; is worth 9pts. Auestions :;&:9 are all
for fun bonus ,uestions worth one point. The bonus ,uestions usually have somethin to do with
the ame title and the students really enjoy this round. The final ,uestion is usually a 9pt
waer. /tudents ma#e their waer at the bottom before the ,uestion is presented. If they
waer 9pts they can ain or lose 9. The owl is hidin somewhere in the review ame and
students should secretly write the word owl at that ,uestion when they see it. /tudents should
be reminded not to shout out <owl< or to let anyone outside of their roup #now. The 2wl is
worth 8 point.
.eview ames are reat resources to review and use class content one last time. They)re reat
to use on a 3riday after a lon wee#' or on a Monday to review material from the prior wee#. If
runnin out of time' I will collect the sheets and run the answers the ne$t day for even more
review. The students enjoy these ames and the bonus rounds are meant to ma#e the review
challene more fun. -ou could add more academic ,uestions into this column if you wish. They
are also a terrific sub&plan if needed as they ta#e about B; minutes to complete.
Picture of PowerPoint .eview 4ame and *lan# Template.
Video Links
%ach unit has many video lin#s about relevant topics. Most videos are short clips that rane in
lenth from : & C minutes. The lenth of the video is usually shown in the thumbnail imae
beneath video lin#. Most of the videos lin# you to -ouTube. If your school bloc#s out -ouTube
or your computer is not connected to the internet the videos and other lin#s won)t wor#. In
this case' you will need to download the video the niht before and save them as a file and brin
them into class. -ou can use -ouTube Downloader http0&&youtubedownload.alter!ista.or& or other
prorams to download these videos in any number of compatible formats for your computer.
Downloadin and orani!in the videos also insures that they will be available ne$t year if the
video is removed from the internet. ( few slides will lin# your class to loner movies.
Information in the slide let)s you #now that the videos are loner in lenth. Many videos are
labeled optional. I li#e to have options durin the lesson. If I don)t thin# I can ma#e it to the
larer activity comin up in the slideshow then I miht show some of the optional videos. If I)m
pressed for time' then I miht s#ip the videos and revisit them later or not at all. /ome of the
videos are really catchy sons about a science concept' or your more traditional science video.
"avin a few cra!y videos about science #eeps thins e$citin. /ince your lin#in to -ouTube'
some videos may re,uire your class to view a few seconds of ads which your students will love
but drives me cra!y. If you download the videos in advance then you can just pull up the video
from a folder without the ads. I try and mute the ads. If a lin# is bro#en please let me #now.
I try and chec# the lin#s periodically but cannot spend everyday seein if all of the lin#s are
still active.
he !wl & This was somethin I tried a few years ao and the students went bon#ers and
demanded more. %ach Part of the slideshow has a small clipart 2wl hidin somewhere in a slide.
The owl is incredibly small and I try to blend it into just the riht slide. If a student spots the
owl they can raise their hand hih into the air. ?hen you call upon them they can say <owl<. I
usually have some small reward on hand such as a D9 on a review ame' D: on a bundled homewor#
card' or ine$pensive candy item. %ach PowerPoint .eview ame also has an owl hidin in it worth
one point. .emind the students that they secretly write the word <owl< rather than yell it out
durin the review ames. The #ids love the owl which is reat but sometimes I just want to
move on without it. 3eel free to delete the owl if you wish. It does #eep some students that
may normally create distractions focused on the board li#e s,uirrels watchin for owls.
Quiz Wiz -ou can decide to rade these with the provided Aui! ?i! scorin sheet or to have
the students record them in their science journal. /ome of the available sheets also have the
Aui! ?i! built&in. I usually have the students record the ,ui! in their science journal and just
use as it a tool for assessin understandin. ( few Aui! ?i! activities et the students out of
their seats and ma#e symbols to show their answer. I don)t usually rade these but they are
reat for the teacher to loo# out and see which students are confused. The last ,uestion is a
for fun bonus ,uestion. The answers are provided at the end of the ,ui!. The ,uestion is
placed before the answer so you can call on students or table roups to share answers etc
before advancin.
Hidden Box Games - (t the end of each Part of the PowerPoint roadmap you will find three or
more hidden bo$ ames. ( relevant slide from that part of the PowerPoint is hidden beneath
some shapes. %ach advance of the slide removes more the shapes bloc#in the picture.
/tudents only et one uess and should raise their hand when they thin# they #now. I will often
run the activity as a roup ame where the tables only et one uess. This ets the roups
,uietly communicatin. I try and have a reward handy for those who uess correctly. The
picture is revealed at the end and usually a final messae provided. These are a reat way to
review materials durin those final minutes of class.
Shape Moving Activities & /ome activities in the slideshow has the teacher minimi!e out of the
slideshow and assist students to move shapes. I send students up to the board to pretend to
move the shapes 6.jpes7 around. I control their movements on the computer controllin the
slideshow. They reach up and pretend to dra a piece of a pu!!le or other imae to complete a
tas#. They ma#e the movement deliberate' and the teacher moves the actual shape. Teacher
must reset the imaes for the ne$t class. I usually have few slides with the scattered pieces if
you run multiple classes in a day.
Moving Quiz- /ome units have movin ,ui!!es at the end of the slideshow. The teacher needs
to label the four corners of the room with (' *' C' D on the wall. %ach slide presents a multiple
choice ,uestion. /tudents have a few seconds to read the slide and then slowly wal# to the
correct corner. I encourae the students to wander a bit before ma#in their decision. I
usually do a countdown before students need to be in a corner. (fter a few warm&up ,uestions
if you et one wron you have to sit down. If the last person left in the ame ets the ,uestion
wron then everyone else is bac# in. It)s a strane idea but it somehow has evolved that way in
my class and the #ids li#e it. These are a nice way to wor# some movement into the lesson and
review materials at the same time. .emind students to wal# slowly and please watch out for
trippin ha!ards. If I catch a student runnin they are automatically out.
Learn more lins! 2n several slides within a unit I have provided a lin# to learn more. I don)t
enerally visit these sites durin the lesson. These are provided in the student version and are
intended for students who want to learn more. These are reat resources for your students
who are really e$cited about the material. The lin# will ta#e your student to a slihtly more
advanced version of what we just learned. *rowsin throuh the internet for reat sites is time
consumin and these lin#s help et your students to these sites and then bac# to the PowerPoint
roadmap. If a lin# has become bro#en please contact me so I can fi$ it. I chec# every lin# when
I cover that lesson with my students but can+t spend every day chec#in the hundreds of
provided lin#s.
"oloring and La#eling $ages - %ach unit comes with a colorin and labelin pae. I have put one
at the end of the bundled homewor# and also provided one in the activities folder. /lides at the
end of each Part of the PowerPoint roadmap provide some answers 1 remind the students of
what to do. These reminders are also in the student version of the slideshow. This is a very
abstract assinment but the students enerally do well. They should record information in the
white spaces around the pictures 1 ,uestions. The e$ample below is not what the finished
product should loo# li#e but just reminds students what should be neatly written in pen ne$t to
the pictures. They should then color the pictures only and not the white space with the writin.
I collect all of the colorin and labelin paes throuhout the year and then hand them out for
the last few days of the year to wor# on. /tudents share answers 1 lessons learned throuhout
the year. They then tape the colorin and labelin paes toether to create a door si!ed poster
that I laminate. /tudents usually put the posters on their wall at home and #eep them for many
years. They are a nice ,uic# reference for science ,uestions and #eep sa#e of their journey in
science class.
"ross%ord $uzzles & %ach 5nit also comes with a crossword pu!!le and solution. They are
provided at the end of the bundled homewor# and in the available sheet folders. ( word ban#
can be added or removed to ma#e the crossword more or less difficult. They)re enerally ,uite
challenin and usin the student journals is helpful. They have saved me for those situations
that re,uire an immediate sub&plan.
&lash "ards & Most units also come with a flash card set. Directions are provided at the top of
the 3lash Card /et. /ome flash cards have the students move the cards around to create a
match between term' definition' and picture on a lare flat surface. 2ther sets are more
traditional flash cards. I usually have a class ma#e the flash cards and then put them in plastic
bas. 2nce they are made they are a reat resource to have on hand and after the unit can be
used the ne$t year. The 3lash Cards are also provided in the student version.
'u#rics & 4radin .ubrics are provided for the bundled homewor# pac#ae and student science
journals. /pecific rubrics are provided for most projects in each of the units. ( slide in the
slideshow reminds teachers that a radin rubric is present. (nother slide may show the rubric
on the slideshow so the teacher can o over it with the students. The journal rubric and
bundled homewor# are more ,uic# chec# rubrics but do have several comment lines at the
bottom for the teacher.
"urriculum Guide
Difficulty -atin 1&10 210 is .ost Difficult3
4th or 5th or 6th 7rade 8ear
Ecoloy0 )eedin 9e!els :nit ;&10 29ife (cience Ecoloy3
Ecoloy0 "nteractions :nit 4&10 29ife (cience Ecoloy3
<ater .olecule :nit 4&10 2Earth (cience <ater Topics3
Ecoloy0 %biotic )actors :nit 5&10 29ife (cience Ecoloy3
=otany :nit 5&10 29ife (ciences3
E!olution & >hane Topics :nit 6&10 29ife (cience Ecoloy3
-i!ers, 9akes, and <ater ?uality :nit 5&10 2Earth (cience <ater Topics3
(oil (cience and "ce %es :nit 5&10 2Earth (ciences3
5th or 6th or @th 7rade 8ear
"ntroduction to (cience :nit 6&10 2Physical (cience >oncepts3
%stronomy :nit 6&10 2Earth (ciences3
7eoloy Topics :nit 6&10 2Earth (ciences3
<eather and >limate :nit 6&10 2Earth (ciences3
>lassification and Ta'onomy :nit @&10 29ife (ciences3
#uman =ody and #ealth Topics :nit @&10 29ife (cience & #ealth3
@th & Ath & 10th 8ear
.otion and .achines :nit @&10 2Physical (ciences3
.atter, Enery, and the En!ironment :nit @&10 2Physical (ciences3
%toms and Periodic Table :nit A&10 2Physical (ciences3
"nfectious Diseases :nit @&10 29ife (ciences3
>ellular =ioloy :nit A&10 29ife (ciences3
DB% and 7enetics :nit A&10 29ife (ciences3
CBote- The #uman =ody (ystems :nit has been used with success at the #.(. le!el and 6th rade. "tDs a !ery !ersatile unit and is difficult based on lenth.
Bote - These are $ust ratins based on my e'periences o!er the last se!eral years. Please !isit
the sample PowerPoints and files for the bundled homework & unit assessments to better aue
the difficulty ratin and appropriate unit for your students. "f you ha!e any ,uestions please
contact me at ryemurf/mail.com or www.sciencepowerpoint/mail.com
Thanks aain for your interest in this curriculum,
(incerely,
-yan .urphy ..Ed
These are some combinations that " ha!e used that work well.
4th rade year
5th rade year
6th rade year
(cience (kills :nit 5&10 2Physical (cience3
E!olution & >hane Topics :nit 6&10 29ife (cience Ecoloy3
"nfectious Diseases :nit 6&10 29ife (ciences3
These are some other combinations that " ha!e used that work well.
4th rade year
5th rade year
6th rade year
E!olution & >hane Topics :nit 6&10 29ife (ciences3
"nfectious Diseases :nit 6&10 29ife (ciences3
(cience (kills :nit 5&10 2Physical (cience3
"f interested in some eneral standards & areas of focus in each unit please e'amine
the pro!ided descriptions of each unit below. +nce aain, thank you for your
interest and best wishes.
/cience Curriculum 6B -ears7
#colog$ and the #nvironment% ro&hic 'eeding Levels Unit
&Creation and monitorin of students bio&domes.
&(reas of 3ocusE (reas of 3ocus within The 3eedin Levels 5nitE ?hat is %coloy' Concepts in
%coloy' Concept&There is no such thin as a free lunch' %nery Comes 3rom the /un' 3ood
Chains' Trophic 3eedin Levels' Producers' Consumers' Decomposers' (,uatic 3ood Chains'
Phytoplan#ton' Fooplan#ton' (nimal Dentition' Carnivores' "erbivores' Pyramid of *iomass'
Pyramid of 0umbers.
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.
eep a journal record of observations, recogni!ing patterns, summari!ing findings, and reflecting on the observations.
"escribe how energy is transferred through food webs in an ecosystem, and explain the roles and relationships between
producers, consumers and decomposers.
#ecogni!e 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$rich foods.
#ecogni!e that energy, in the form of heat, is usually a byproduct when one form of energy is converted to another, such
as when living organisms transform stored energy to motion.
%xplain how insects and various other organisms depend on dead plant and animal matter for food, and describe how
this process contributes to the system.
"escribe the &un as the principle energy source for phenomena on the %arth's surface and necessary for life.
#ecogni!e that one of the most general distinctions among organisms is between plants, which use sunlight to make
their own food, and animals, which consume energy$rich foods.
(iven an ecosystem, trace how matter cycles among and between organisms and the physical environment )includes
water, oxygen, food web, decomposition and recycling.
*rgani!e observations and data into tables, charts and graphs.
(colog) and the (nvironment! *nteractions +nit
&(reas of 3ocus within The %coloy Interactions 5nitE Levels of *ioloical 2rani!ation
6%coloy7' Parts of the *iosphere' "abitat' %coloical 0iche' Types of Competition' Competitive
%$clusion Theory' (nimal Interactions' 3ood ?ebs' Predator Prey .elationships' Camouflae'
Population /amplin' (bundance' .elative (bundance' Diversity' Mimicry' *atesian Mimicry'
Mullerian Mimicry' /ymbiosis' Parasitism' Mutualism' Commensalism' Plant and (nimal
Interactions' Coevolution' (nimal /trateies to %at Plants' Plant Defense Mechanisms' %$otic
/pecies' Impacts of Invasive %$otic /pecies.
This unit does cover many topics+ standards that are not addressed below.
,dentify the resources plants and animals need for growth and energy, and describe how their habitat provides these
basic needs.
#ecogni!e that the transfer of energy through food is necessary for all living organisms and describe the organi!ation of
food webs.
#ecogni!e that plants and animals interact with one another in various ways besides providing food, such as seed
dispersal or pollination.
#ecogni!e and describe the hierarchical organi!ation of living systems, including cells, tissues, organs, organ systems,
whole organisms, and ecosystems.
%xplain that most microorganisms do not cause disease and that many are beneficial to the environment.
"escribe ways plants and animals depend on each other.
#ecogni!e that some living things, which lived on %arth long ago, are now extinct, such as dinosaurs, mammoths, giant
tree ferns, and horsetail trees.
"efine 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.

,dentify and describe the ways in which organisms interact and depend on one another in an ecosystem, using food
webs.
,dentify the potential impact of converting forested land to uses such as farms, homes, factories, or tourist attractions.
"efine 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.
.rovide examples of how all organisms, including humans, impact their environment- and explain how some changes
can be detrimental to other organisms.
/se a variety of tools and formats )oral presentations, journals, and multimedia presentations0 to summari!e and communicate the
results of observations.
(colog) and the (nvironment! A#iotic &actors +nit
&Includes Isopod formal lab report.
& (reas of 3ocus within The %coloyE (biotic 3actors 5nitE(biotic 3actors' *iotic 3actors' The
*i G (biotic 3actors' 2ranisms .ane of Tolerance' Liht' "ow liht affects 2ranisms'
Photosynthesis' 3actors in the %nvironment that (ffect the (mount of Liht' "ow 2ranisms
Movements are affected by liht' *ioluminescence' "ow temperature affects oranisms'
Thermoreulation' Physioloical .eulation' *ehavioral .eulation' (daptation' "ypothermia'
"yperthermia' ?arm&*loodedness 6endothermy7' Cold&*loodedness' "ibernation 1 Torpor'
(dvantaes of ?arm&*loodedness' Disadvantaes of ?arm&*loodedness' (dvantaes of Cold&
*loodedness' Disadvantaes of Cold&*loodedness' ?ater' ?ater .e,uirements and Plants'
(daptations of Plants and ?ater' (daptations of (nimals and ?ater' ?ind' Positives and
0eatives of ?ind to 2ranisms' "ow animals use ?ind' "ow Plants use ?ind' ?ind Dispersal'
?ater Dispersal' (nimal /eed Dispersal' 3ire %coloy' 3ire Dependence' *ioeochemical Cycles'
"ydroloic Cycle' Carbon Cycle' Photosynthesis' Cellular .espiration' 2$yen&Carbon Dio$ide
*alance' 0itroen Cycle' Phosphorus Cycle' Importance of Phosphorus' 0utrients and (,uatic
/ystems' %utrophification.
This unit does cover many topics + standards that are not addressed below.
,dentify 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.
"escribe the process of photosynthesis and explain that plants can use the food they make immediately or store it for
later use.
.rovide examples of how all organisms, including humans, impact their environment and explain how some changes
%xplain how changes in environmental conditions can affect the survival of individual organisms and the entire species.
(iven 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 respiration0
"emonstrate the appropriate use of tools, such as thermometers, probes, microscopes and computers to gather,
analy!e and interpret data in the life sciences.

%xplain how water exists in the atmosphere in different forms and describe how it changes from one form to another
through various processes such as free!ing, condensation, precipitation and evaporation.
#ecogni!e that water can be a li1uid or a solid- and explain that it can be made to change from one state to the other,
but the amount )mass0 of water always remains the same in either state.
%xplain the processes that cause cycling of water into and out of the atmosphere and their connections to our planet's
weather patterns.
#ecogni!e that elements exist in fixed amounts and describe how they move through the solid %arth, oceans,
atmosphere, and living things as part of geochemical cycles, such as the water, carbon and nitrogen cycles.
"escribe the interaction of living organisms with nonliving things.
.rovide examples of how environmental changes can cause different effects on different organisms.
/sing information )data or scenario0, explain how changes in the environment can cause organisms to respond )e.g.,
survive there and reproduce, move away, die0.
#ecogni!e that for any particular environment, some kinds of animals and plants survive well, some less well, and some
cannot survive at all.
#ecogni!e that humans need food, water, air, waste removal and a particular range of temperatures in their
environment, just as other animals do.
%xplain why it is beneficial for an organism to be able to regulate its internal environment while living in a constantly
changing external environment.
%xplain how the processes of photosynthesis and cellular respiration are interrelated and contribute to biogeochemical
cycles.
.lan a step$by$step process to solve a practical problem or to carry out a 2fair test3 of a simple scientific 1uestion.
/se a variety of tools and formats )oral presentations, journals, and multimedia presentations0 to summari!e and
communicate the results of observations.
,he $lant +nit
&(reas of 3ocus in The Plant 5nitE Cool 3acts about Plants' Plant %volution' Importance of (lae'
Lichens' The Three Types of Lichens' 0on&Hascular Plants' *ryophytes' /eedless Hascular
Plants 63erns7' /eeds' /eed Dormancy' 3actors that *rea# /eed Dormancy' 4ermination' Parts
of a -oun Plant' Monocots and Dicots' .oots and ?ater' Types of .oots' ?ater 5pta#e and
Photosynthesis' Plant "ormones' Types of Plant Tissues' Iylem and Phloem' ?oody Plants'
Leaves' Liht and Plants' Transpiration' 4uard Cells' Leaf Identification' Plant Life Cycles' /eed
Plant Life Cycles' Parts of a 3lower' Matured 2varies 63ruits7' Types of 3ruit.
Work effectively within a cooperative group setting, accepting and executing assigned roles and responsibilities.
"escribe the reproductive process of plants, explaining some plants grow from seed, while others grow from the parts of
other plants.

#ecogni!e 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.
later use.
#ecogni!e that plants and animals interact with one another in various ways besides providing food, such as seed
dispersal or pollination.
4pply a variety of age$appropriate strategies to address real$life issues )e.g., identify factors that affect plants in a
particular habitat0.
Build a concept map )or other graphic organi!er0 to understand a complex problem.
Water Molecule +nit
&(reas of 3ocus within the ?ater Molecule 5nitE&Locations of ?ater on the Planet' Importance
of ?ater' 4roundwater' 4roundwater Pollution' The ?ater Molecule' Properties of ?ater'
Polarity' Cohesion' (dhesion' Capillary (ction' "ih /pecific "eat' ?ater has a 0eutral p"'
Lower Density of Ice. ?ater is the 5niversal /olvent' Mi$tures.
%xplain the properties that make water an essential component of the %arth's system, including solvency and its ability to
maintain a li1uid state at most temperatures.
%xplain that water 1uality has a direct effect on %arth's life forms.
,dentify the physical and chemical properties that make water an essential component of the %arth's system.
%xplain the processes that cause cycling of water into and out of the atmosphere and their connections to our planet's
weather patterns.
#ecogni!e and describe the %arth's surface as mostly covered by water.
%xplain that most of %arth's water is salt water, which is found in the oceans, and that fresh water is found in rivers,
lakes, underground sources, and glaciers.
'ivers- Laes- and Water Qualit) +nit
&(reas of 3ocus within The .ivers and ?ater Auality 5nitE?atersheds' .ivers of the 5nited
/tates' /ections of a .iver' Parts of .iver 6Hocabulary7' /tream 2rder' %rosion and Deposition'
?ater Auality' Chemical Properties of ?ater' *io&Indicators of ?ater Auality 6%PT richness7'
Physical Properties of ?ater Auality' .ivers and 3loodin' 3actors that Control 3loodin' Types
of 3loodin'Tsunami+s' ?etlands' 3lood Prevention' Levees' Dams and %cosystem' Importance of
Dams' Impacts of Dams'"ydropower' Parts of Dam' /almon 6Life Cycle7' /ystems of "elp
/almon' 3ish 64eneral7' Layerin in a La#e' La#e Turnover' 0utrients and La#es.
&?ater Auality (ssessment Lab .eport
This unit does cover many topics + standards that are not addressed below and much more.
"escribe 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.
"escribe and define the different landforms on the %arth's surface, such as coastlines, rivers, mountains, deltas,
canyons, etc.-
/se results from an experiment to draw conclusions about how water interacts with earth materials )e.g., percolation,
erosion, frost heaves0.
"emonstrate the appropriate use of tools, such as thermometers, probes, microscopes and computers to gather,
analy!e and interpret data in the life sciences.
.rovide examples of technology that have changed the environment and explain whether the effect had a positive or
negative impact.
.rovide examples of how all organisms, including humans, impact their environment- and explain how some changes
Astronom) +nit
&(reas of 3ocus in the (stronomy unitE (stronomy' The /olar /ystem and the /un' 2rder of
the Planets' 2ur /un' /olar %clipse' Lunar %clipse' The Inner Planets' Mercury' Henus' %arth'
Moon' Craters' Tides' Phases of the Moon' Mars and Moons' .oc#etry' (steroid *elt' 0%2+s'
The 2uter Planets and 4as 4iants' =upiter 1 Moons' /aturn 1 Moons' 5ranus 1 Moons' 0eptune 1
Moons' The Kuiper *elt' 2ort Cloud' Comets 1 2ther' *eyond the /olar /ystem' *lac#holes'
%$oplanets' The *i *an' The /pecial Theory of .elativity' "ubble /pace Telescope'
Constellations. %arth /ystem "istory and Time' Principle of /uperposition' Timeline of %arth'
"istory and %vents.
#ecogni!e and describe how the regular and predictable motions of the %arth and 5oon explain certain %arth
phenomena, such as day and night, the seasons, the year, shadows and the tides.
#ecogni!e that of all the known planets, %arth appears to be somewhat uni1ue, and describe the conditions that exist
on %arth that allow it to support life.
#ecogni!e how the tilt of the %arth6s axis and the %arth6s revolution around the &un affect seasons and weather
patterns-
,dentify and describe seasonal, daylight and weather patterns as they relate to energy.
%xplain the historical perspective of planetary exploration and man's achievements in space, beginning with #ussia's
&putnik mission in 789:-
"escribe 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.
#ecogni!e that of all the known planets, %arth appears to be somewhat uni1ue- and describe the conditions that exist on
%arth that allow it to support life.
%xplain the temporal or positional relationships between or among the %arth, &un and 5oon )e.g., night+day, seasons,
year, tide0.
#ecogni!e the relationships between the tides and the phases of the moon- and use tide charts and ;*44 information
to describe them.
#ecogni!e and describe how the regular and predictable motions of the %arth and 5oon account for phenomena, such
as the phases of the 5oon and eclipses.
,dentify the characteristics of the &un and its position in the universe.
#ecogni!e how the tilt of the %arth's axis and the %arth's revolution around the &un affect seasons and weather
patterns.
%xplain how the &olar &ystem formed from a giant cloud of gas and debris about 9 billion years ago.
"efine a light year.
%xplain that current scientific evidence supports the Big Bang Theory as a probable explanation of the origin of the
universe, and describe the theory.
The %arth 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 %arth &pace &cience has been advanced through the development of technology
#ecogni!e the basic patterns of the &un, including its appearance during the daytime, and how its position in the sky
changes through the seasons.
#ecogni!e the basic patterns of the 5oon, including its appearance sometimes at night and sometimes during the day-
and how it appears to change shape through the month.
#ecogni!e that the &un, 5oon and stars all appear to move slowly across the sky.
#ecogni!e that as the position of the &un changes in relation to the %arth it creates shadows of varying length and
direction.
%xplain that night and day are caused by the %arth's rotation on its axis- and that the %arth rotates approximately once,
every <= hours.
#ecogni!e that the light and heat the &un provides to the %arth is necessary for life.
#ecogni!e that the &un provides the light and heat necessary to maintain the temperature of the %arth.
#ecogni!e that astronomical objects in space are massive in si!e and are separated from one another by vast
distances.
#ecogni!e there are too many stars to count, and that they are une1ual in their brightness.
#ecogni!e and describe the stars, like the &un, as spherical in nature.
,dentify the characteristics and movement patterns of the planets in our &olar &ystem and differentiate between them.
%xplain the effects of gravitational force on the planets and their moons.
%xplain why %arth and our &olar &ystem appear to be somewhat uni1ue, while acknowledging recent evidence that
suggests similar systems exist in the universe.
>ompare and contrast planets based on data provided about si!e, composition, location, orbital movement, atmosphere,
or surface features )includes moons0.
%xplain how gravitational force affects objects in the &olar &ystem )e.g., moons, tides, orbits, satellites0.
%xplain how technological advances have allowed scientists to re$evaluate or extend existing ideas about the &olar
&ystem.
"efine an astronomical unit as the distance from the %arth to the &un.
"escribe objects such as asteroids, comets and meteors in terms of their characteristics and movement patterns.
"escribe the universe as being comprised of billions of galaxies, each containing many billions of stars- and explain that
there are vast distances separating these galaxies and stars from one another and from the %arth.
"escribe ways in which technology has increased our understanding of the world in which we live.
4ccess information from a variety of media sources )e.g., ,nternet, >"$#*5 programs, print resources0.
/se a variety of tools and formats )oral presentations, journals, and multimedia presentations0 to summari!e and communicate the
results of observations.
Geolog) ,opics +nit
&(reas of 3ocus within The 4eoloy Topics 5nitE Plate Tectonics' %vidence for Plate Tectonics'
Panea' %nery ?aves' Layers of the %arth' "eat Transfer' Types of Crust' Plate *oundaries'
"ot /pots' Holcanoes' Positives and 0eatives of Holcanoes' Types of Holcanoes' Parts of a
Holcano' Mama' Types of Lava' Hiscosity' %arth,ua#es' 3aults' 3olds' /eismoraph' .ichter
/cale' /eismoraph' Tsunami+s' .oc#s' Minerals' Crystals' 5ses of Minerals' Types of Crystals'
Physical Properties of Minerals' .oc# Cycle' Common Ineous .oc#s' Common /edimentary
.oc#s' Common Metamorphic .oc#s.
#elate how geologic time is determined using various dating methods )e.g., radioactive decay, rock se1uences, fossil
records0.
%xplain the theory of plate tectonics.
"escribe the movement of crustal plates and explain how the effects have altered the %arth's features.
"istinguish between the three categories of rocks )metamorphic, igneous and sedimentary0 and describe the processes
that create them.
%xplain how the &olar &ystem formed from a giant cloud of gas and debris about 9 billion years ago.
"escribe and define the different landforms on the %arth's surface, such as coastlines, rivers, mountains, deltas,
canyons, etc.-
,dentify 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 se1uencing this evidence.
"escribe rock as being composed of different combinations of minerals.
(iven information about %arth materials, explain how their characteristics lend themselves to specific uses
(iven certain %arth materials )soils, rocks, or minerals0 use physical properties to sort, classify, and+or describe them.
#ecogni!e that vibrations in materials set up wavelike disturbances that spread away from the source, as with
earth1uakes.
,dentify minerals by their physical properties, such as color, texture and cleavage, and describe simple tests used in the
identification process.
"escribe the layers of the %arth, including the core, mantle, lithosphere, hydrosphere, and atmosphere.
/se geological evidence provided to support the idea that %arth's crust+lithosphere is composed of plates that move.
%xplain how fossils found in sedimentary rock can be used to support the theories of %arth's evolution over geologic time-
and describe how the folding, breaking, and uplifting of the layers affects the evidence.
movement of tectonic plates, and asteroid+comet impact- and develop a means of se1uencing this evidence.
%xplain how symmetry )or the lack of it0 may determine properties of many objects, from molecules and crystals to
organisms and designed structures.
/nderstand that some form of science is used in most jobs+careers and that some jobs+careers specifically re1uire
knowledge of %arth science.
%xplain that large rocks can be broken down into smaller rocks.
The %arth and %arth materials, as we know them today, have developed over long periods of time, through constant
change processes.
#ecogni!e that solid rocks, soils, and water in its li1uid and solid states can be found on the %arth's surface.
/se observable properties, such as color and texture, to classify and organi!e rocks and minerals.
"escribe rocks and soils in terms of their physical properties.
%xplain how soil is formed from combinations of weathered rock and decomposed plant and animal remains, and that it
contains living organisms.
%xplain 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.
/sing data about a rock's physical characteristics, make and support an inference about the rock's history and
connection to the rock cycle.
>ompare information about fossils to living organisms and other fossils to determine any similarities and differences.
Weather and "limate +nit
&(reas of 3ocus within The ?eather and Climate 5nitE ?hat is weatherJ' Climate' Importance
of the (tmosphere' Components of the (tmosphere' Layers of the (tmosphere' (ir Auality and
Pollution' Carbon Mono$ide' 2!one Layer' ?ays to (void /#in Cancer' (ir Pressure' *arometer'
(ir Pressure and ?ind' 3ronts' ?ind' 4lobal ?ind' Coriolis 3orce' =et /tream' /ea *ree!e 1
Land *ree!e' Mountain ?inds' Mountain .ain /hadow' ?ind Chill' 3liht' Danerous ?eather
/ystems' Liht' (lbedo' Temperature' Thermometers' /easons' "umidity 1 Condensation 1
%vaporation' Dew Points' Clouds' Types of Clouds' Meteoroloy' ?eather Tools' Isotherms'
2cean Currents' %nhanced 4lobal ?armin' 4reenhouse %ffect' The %ffects of 4lobal ?armin'
*iomes' Types of *iomes.
"escribe and make predictions about local and regional weather conditions using observation and data collection
methods.
,dentify weather patterns by tracking weather related events, such as hurricanes.
%xplain the composition and structure of the %arth6s atmosphere-
"escribe weather in terms of temperature, wind speed and direction, precipitation, and cloud cover-
"escribe how clouds affect weather and climate, including precipitation, reflecting light from the sun, and retaining heat
energy emitted from the %arth's surface.
#ecogni!e that images taken of the %arth from space can show its features, and any changes in those features that
appear over time-
%xplain that satellites can be used to view and track storms and %arth events, such as hurricanes and wild fires.
#ecogni!e that things change in steady, repetitive, or irregular ways, or sometimes, in more that one way at the
same time-
#ecogni!e how the tilt of the %arth6s axis and the %arth6s revolution around the &un affect seasons and weather patterns-
,dentify and describe seasonal, daylight and weather patterns as they relate to energy.
#ecogni!e that satellites and "oppler radar can be used to observe or predict the weather.
%mploy knowledge of basic weather symbols to read and interpret weather and topographic maps.
#ead and interpret data from barometers, sling psychrometers and anemometers.
#ecogni!e that weather conditions change fre1uently, and that weather patterns change over the seasons.
"escribe and compare weather using observations and measurements of local weather conditions.
%xplain how water exists in the atmosphere in different forms and describe how it changes from one form to another
through various processes such as free!ing, condensation, precipitation and evaporation.
%xplain that air surrounds the %arth, it takes up space, and it moves around as wind.
Based on data collected from daily weather observations, describe weather changes or weather patterns.
%xplain 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 inches0.
#ecogni!e that solid rocks, soils, and water in its li1uid and solid states can be found on the %arth's surface.
"escribe how catastrophic changes that have taken place on the %arth's surface can be revealed by satellite images.
%xplain the role of differential heating or convection in ocean currents, winds, weather and weather patterns,
atmosphere, or climate.
#ecogni!e that satellites and "oppler radar can be used to observe or predict the weather.
%mploy knowledge of basic weather symbols to read and interpret weather
#ead and interpret data from barometers, sling psychrometers and anemometers.
"escribe how man uses land$based light telescopes, radio telescopes, satellites, manned exploration, probes and robots
to collect data.
"escribe how %arth's atmospheric composition has changed from the formation of the %arth through current time.
%xplain the composition and structure of the %arth's atmosphere.
"escribe how clouds affect weather and climate, including precipitation, reflecting light from the sun, and retaining heat
energy emitted from the %arth's surface.
,dentify and describe the impact certain factors have on the %arth'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.
Science Sills +nit
&(reas of 3ocus within The Introduction to /cience 5nitE Lab /afety' Lab /afety %,uipment'
Manification' Microscopes' /tereoscopes' "and Lenses' %lectron Microscopes' Compound Liht
Microscopes' Parts of a Compound Microscope' Metric /ystem' International /ystem of 5nits'
/cientific 0otation' *ase 5nits' Mass' Holume' Density' Temperature' Time' 2ther /I 5nits'
2bservation' Inferences' /cientific Method' ?hat is /cienceJ ?hat ma#es a ood scientistJ
Types of /cientists' *ranches of /cience' /cientific Method' "ypothesis' 2bservations'
Inferences.
.erform calculations using metric measurements.
/nderstand that technology is used to design tools that improve our ability to measure and observe the world.
#ecogni!e that learning re1uires 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.
%xplain that people can learn about others from direct experience, from the media, and from listening to others talk about
their life and work.
.rovide examples of how humans make judgments about new situations based on memories of past experiences.
#ecogni!e, and with assistance, safely demonstrate the use of tools to gather data and extend the senses, such as
thermometers, hand lenses and balances.
5ake observations and explore materials using all of their senses )one sense at a time0.
%xtend the senses using simple tools.
5ake and record observations for a given purpose.
"ifferentiate between observations and inferences.
#ecord observations using standard units of measurement.
>lassify according to several attributes and describe or show the method for classification.
&elect an activity and justify it as an effective means of collecting appropriate data.
@ollow a set of procedures.
.lan and test ideas through guided experiments.
,dentify and use appropriate tools.
#epresent and interpret information and observations in many ways )such as in tally, pictographs, bar graphs, tables0.
>ompile and display data in a variety of formats.
>ite evidence or data to support conclusions.
"etermine if an observation or measurement supports a given scientific explanation.
"raw a conclusion to answer an initial 1uestion, based on the evidence collected.
#ecogni!e that information can be obtained merely by careful observation, but sometimes even more data can be
collected by conducting scientific investigations.
now when comparisons might not be fair because some conditions are not kept the same.
%xplain 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 1uestions.
*bserve 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.
"evelop 1uestions based upon their observations about the natural world and design a simple investigation.
/se appropriate tools to accurately collect and record both 1ualitative and 1uantitative data gathered through
observations )e.g., temperature probes, electronic balances, spring scales, microscopes, stop watches0.
"etermine the degree of accuracy that can be obtained using a given instrument.
,nvestigate similarities and differences noted when making observations.
4sk 1uestions about relationships between and among observable variables.
,dentify the manipulated, responding and controlled variables in an experiment.
"esign a controlled experiment, identifying and controlling the major variables.
/se appropriate tools to gather data as part of an investigation )e.g., ruler, meter stick, thermometer, spring scale,
graduated cylinder, calipers, balance, probes, microscopes0.
@ollow the teacher's instructions in performing experiments, following all appropriate safety rules and procedures.
"raw appropriate conclusions regarding the scientific 1uestion under investigation, based on the data collected.
"etermine if the results of an experiment support or refute the scientific idea tested.
"escribe 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.
,he Soil Science and *ce Ages +nit
&(reas of 3ocus within The /oil /cience and Ice&(es 5nitE Importance of /oil' ?eatherin'
Mechanical ?eatherin' Chemical ?eatherin' /urface (rea and ?eatherin' Mass Movement
of %arthen Materials' /oil' /oil Color' Particle /i!e' /oil Porosity and Permeability' /oil
"ori!ons' /oil Conservation' The Dust *owl' %rosion' Deposition' /oil Conservation Measures'
4laciers' Types of 4laciers' Ice (es' Paleoecoloy' 4lacial Landforms.
%xplain that large rocks can be broken down into smaller rocks.
%xplain that smaller rocks come from the breaking and weathering of larger rocks and bedrock.
%xplain how soil is formed from combinations of weathered rock and decomposed plant and animal remains, and that it
contains living organisms.
,dentify the components of soil and other factors, such as bacteria, fungi and worms, that influence its texture, fertility,
and resistance to erosion-
"escribe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life-
%xplain how some changes to the %arth's surface happen abruptly, as a result of landslides, $ earth1uakes 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-
#ecogni!e that an agricultural system is designed to maximi!e 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.
,dentify and describe some of the processes and systems used to grow food, including irrigation,
/se results from an experiment to draw conclusions about how water interacts with earth materials )e.g., percolation,
erosion, frost heaves0.
change processes.
"escribe soils in terms of their physical properties.
"escribe the properties of soil, such as color, texture, capacity to retain water, and its ability to support plant life.
(volution +nit . "hange ,opics +nit
&(reas of 3ocusE Concept K%verythin is ChaninL The Diversity of Life Photo Tour' %volution
"istory' /copes Mon#ey Trials' Darwin' %volution' %vidences of %volution' 3our Parts to Darwins
Theory' 0atural /election' The Mechanisms for 0atural /election' Diverent %volution'
Converent %volution' ?hat does it mean to be livinJ' Characteristics of Livin Thins'
/P20C"' 2riins of Life 62ther Theories7' 2riins of Life 6/cience Theory7' 0eeds of Livin
Thins' 2riins of the 5niverse 6Timeline7' Miller&5rey %$periment' (mino (cids' "ow ?ater
(ided in the 2riin of Life' "uman %volution' "ominid 3eatures' %vidences of "uman %volution'
"ominid /#ulls' %coloical /uccession' Primary /uccession' /econdary /uccession' Plant
/uccession' (nimal /uccession' /taes of %coloical /uccession' %vents that .estart
/uccession.
movement of tectonic plates, and asteroid+comet impact- and develop a means of se1uencing this evidence.
movement of tectonic plates, and asteroid+comet impact, and develop a means of se1uencing this evidence.
"escribe the fundamental concepts related to biological evolution, such as biological adaptations and the diversity of
species.
#ecogni!e that there are genetic variations among individuals in groups of organisms and provide examples of how
these variations affect the survival of an organism.
#ecogni!e that only organisms that are able to reproduce can pass on their genetic information to the next generation.
change processes.
#ecogni!e and explain that fossils offer evidence of plants, animals and the nature of environments that existed long
ago.
.rovide examples of how an organism's inherited characteristics can adapt and change over time in response to
changes in the environment.
#ecogni!e that individuals of the same species differ in their characteristics- and explain that sometimes these
differences give individuals an advantage in survival and reproduction.
>ompare information about fossils to living organisms and other fossils to determine any similarities and differences.
#ecogni!e 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.
%xplain the concept of natural selection.
%xplain 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.
#ecogni!e that there are genetic variations among individuals in groups of organisms and provide examples of how
these variations affect the survival of an organism.
#ecogni!e that only organisms that are able to reproduce can pass on their genetic information to the next generation.
#ecogni!e 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.
#ecogni!e 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.
>ite 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.
,axonom) and "lassi/ication +nit
&(reas of 3ocus within The Ta$onomy and Classification 5nitETa$onomy' Classification' 0eed
for Ta$onomy vs. Common 0ames' ?hat is a /peciesJ' Dichotomous Keys' ?hat does
Classification 5seJ' The Domains of Life' Kindoms of Life'The M Ta$onomic .an#s' "umans
Ta$onomic Classification' Kindom Monera' Pro#aryotic Cells' Types of %ubacteria' *acteria
Classification' 4ram /tainin'*acterial 3ood *orne Illnesses' Penicillin and (ntiseptic' 2ral
"yiene and Pla,ue' *acterial .eproduction 6*inary 3ission7' (se$ual .eproduction' Positives and
0eatives of *acteria' Protista' Plant&li#e Protists' (nimal&li#e Protists' 3uni&li#e Protists'
(nimalia' Characteristics of (nimalia' (nimal /ymmetry' Phylums of (nimalia 6%$tensive7'
Classes of Chordata' Mammals' /ubclasses of Mammals' Characteristics of Mammals' 3uni'
Positives and 0eatives of 3uni' Divisions of 3uni 6%$tensive7' Parts of a Mushroom' N .oles of
3uni' 3uni .eproduction' Mold Prevention' Plant Divisions'
,dentify ways in which living things can be grouped and organi!ed, such as taxonomic groups of plants, animals and
fungi.
>ategori!e organisms into kingdoms according to their shared characteristics.
,dentify ways in which living things can be grouped and organi!ed, such as taxonomic groups of plants, animals and
fungi.
#ecogni!e that all living things are composed of cells, and explain that while many organisms are single celled, such as
yeast, others, including humans, are multi$cellular.
%xplain that the way in which cells function is similar in all organisms.
#ecogni!e that reproduction is a characteristic of all living things and is essential to the continuation of a species.
#ecogni!e 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.
"ifferentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come
from one parent, while in organisms re1uiring two sexes to reproduce, typically half the genes come from each parent.
%xplain that a species of sexually reproducing organisms is comprised of all the organisms that can mate to produce
fertile offspring.
%xplain that in sexual reproduction, a single speciali!ed cell from a female merges with a speciali!ed cell from a male in
a process called fertili!ation.
/se 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 features0.
"ifferentiate between prokaryotic and eukaryotic cells at the biochemical level, using cell wall composition, ";4
structure, and other biochemical pathways.
,dentify plants and animals according to binomial nomenclature.
%xplain that organisms that possess similar ";4 code are more closely related than those in which ";4 varies greatly.
%xplain how symmetry )or the lack of it0 may determine properties of many objects, from molecules and crystals to
organisms and designed structures.
La%s o/ Motion and Machines +nit
&(reas of 3ocus within The Motion and Machines 5nitE&0ewton+s 3irst Law' Inertia' 3riction'
3our Types of 3riction' 0eatives and Positives of 3riction' 0ewton+s Third Law' 0ewton+s
/econd Law' Potential %nery' Kinetic %nery' Mechanical %nery' 3orms of Potential to Kinetic
%nery' /peed' Helocity' (cceleration' Deceleration' Momentum' ?or#' Machines 6=oules7'
Catapults' Trajectory' 3orce' /imple Machines' Pulley 1 6M( Mechanical (dvantae7' Lever 1
6M(7' ?ede 1 6M(7' ?heel and ($le 6M(7' Inclined Plane 1 6M(7' /crew 1 6M(7.
,dentify the most appropriate materials for a given design task with re1uirements for specific properties, such as weight,
strength, hardness, and flexibility.
%xplain that when a force is applied to an object, it reacts in one of three waysA the object either speeds up, slows down,
or goes in a different direction.
"escribe the relationship between the strength of a force on an object and the resulting effect, such as the greater the
force, the greater the change in motion.
%xplain the how balanced and unbalanced forces are related to an object's motion.
%xplain that an object6s motion can be tracked and measured over time and that the data can be used to describe its
position.
Organize observations and data into tables, charts and graphs.
Matter- (nerg)- and the (nvironment +nit
&(reas of 3ocus within the %nery and the %nvironment 5nit.& Concept KThere is no such thin
as a free lunchL' Matter' Dar# Matter' Dar# %nert' %lements and Compounds' /tates of
Matter' /olids' Li,uids' 4ases' Plasma' Law Conservation of Matter' Physical Chane' Chemical
Chane' 4as Laws' Charles Law' (voadro+s Law' Ideal 4as Law' Pascal+s Law' (rchimedes
Principle' *uoyancy' /even 3orms of %nery' 0uclear %nery' %lectromanet /pectrum' ?aves 1
?avelenths' Liht 6Hisible Liht7' .efraction' Diffraction' Lens' Conve$ 1 Concave' .adiation'
%lectricity' Lihtnin' /tatic %lectricity' Manetism' Coulomb+s Law' Conductors' Insulators'
/emi&conductors' (C and DC current' (mps' ?atts' .esistance' Manetism' 3araday+s Law'
Compass' .elativity' %instein' and %OMC:' %nery' 3irst Law of Thermodynamics' /econd Law of
Thermodynamics'Third Law of Thermodynamics' Industrial Processes' %nvironmental /tudies'
The B .+s' /ustainability' "uman Population 4rowth' Carryin Capacity' 4reen Desin' .enewable
3orms of %nery.
This unit does cover many topics and concepts that are not described below.
"escribe the &un as the principle energy source for phenomena on the %arth's surface.
"ifferentiate between renewable and non$renewable resources-
#ecogni!e that the light and heat the &un provides to the %arth is necessary for life.
#ecogni!e that vibrations in materials set up wavelike disturbances that spread away from the source, as with
earth1uakes.
.rovide examples of products that man has developed which have humans do things that they could not do otherwise,
and identify the natural materials used to produce these products.
.rovide examples of how to reduce waste through conservation, recycling, and reuse.
.rovide examples of how all organisms, including humans, impact their environment and explain how some changes
%xplain how changes in environmental conditions can affect the survival of individual organisms and the entire species.
#ecogni!e that the length and 1uality of human life are influenced by many factors, including sanitation, diet, medical
care, gender, genes, environmental conditions, and personal health behaviors.
"ifferentiate between weight and mass.
,dentify energy as a property of many substances.
"ifferentiate between a physical change, such as melting, and a chemical change, such as rusting.
"escribe how mass remains constant in a closed system and provide examples relating to both physical and chemical
change.
%xplain that the pitch of a sound is dependent on the fre1uency of the vibration producing it.
%xplain that sound vibrations move at different speeds, have different wavelengths and establish wave$like disturbances
that emanate from the source.
#ecogni!e 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.
%xplain that heat energy moves from warmer materials or regions to cooler ones through conduction, convection, and
radiation.
%xplain how electrical circuits can be used.
#ecogni!e that just as electric currents can produce magnetic forces, magnets can cause electric currents.
#ecogni!e that manufacturing processes use a variety of tools and machines to separate, form, combine and condition
natural and synthetic materials.
%xplain how a battery changes chemical energy into electrical energy.
"emonstrate 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.
.rovide 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.
%xplain how to dispose of waste so that it does not harm the environment.
#ecogni!e there are pros and cons to using different types of energy, such as solar energy and fossil fuels, and compare
the differences.

"ifferentiate between renewable and non$renewable resources.
,dentify the potential impact of converting forested land to uses such as farms, homes, factories, or tourist attractions.
>ompare a variety of forms of energy, including heat, light, sound, mechanical, electrical, and chemical energy.
Atoms and the $eriodic ,a#le +nit
&(reas of 3ocus within The (toms and Periodic Table 5nitE&(toms 6(tomic 3orce Microscopes7'
.utherford+s 4old 3oil %$periment' Cathode Tube' (toms' 3undamental Particles' The 0ucleus'
Isotopes' (M5' /i!e of (toms and Particles' Auar#s' .ecipe of the 5niverse' (tomic Theory'
(tomic /ymbols' @+Ps' Halence %lectrons' 2ctet .ule' /P20C" (toms' Molecules' "ydrocarbons
6/tructure7' (lcohols 6/tructure7' Proteins 6/tructure7' Periodic Table of the %lements'
2rani!ation of Periodic Table' Transition Metals' %lectron 0eativity' 0on&Metals' Metals'
Metalloids' (tomic *onds' Ionic *onds' Covalent *onds' Metallic *onds'Ioni!ation.
This unit does cover many topics + standards and concepts that are not described below.
#ecogni!e that all matter is composed of minute particles called atoms, and explain that all substances are composed of
atoms, each arranged into different groupings.
,dentify 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.
#ecogni!e that over one hundred elements exist, and identify the periodic table as a tool for organi!ing the information
about them.
,dentify elements according to their common properties, such as highly reactive metals, less reactive metals, highly
reactive non$metals and almost non$reactive gases.
,dentify substances by their physical and chemical properties, such as magnetism, conductivity, density, solubility, boiling
and melting points.
0iseases +nit
&(reas of 3ocus within The Cells and Infectious Diseases 5nitE&Infectious Diseases throuh
"istory' Hiruses' /i!e of Hiruses' Computer Hiruses' Hiral .eproduction' (re Hiruses LivinJ'
Types of Hiruses' Lytic Hiruses' Lysoenic Hiruses' Immune /ystem' Disease are /pread by..'
Treatment for Hiruses' Hirus Prevention' "IH' "IH Prevention' (ID/' /TD)s'
This unit does cover many topics, standards, and concepts that are not described below.
%xplain 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.
#ecogni!e that there are some diseases that human beings can only get once, and explain how many diseases can be
prevented by vaccination.
%xplain how vaccines induce the body to build immunity to a disease without actually causing the disease itself.
#ecogni!e a healthy body cannot fight all germs that invade it, and explain how some germs interfere with the body's
defenses.
#ecogni!e that the length and 1uality of human life are influenced by many factors, including sanitation, diet, medical
care, gender, genes, environmental conditions, and personal health behaviors.
.rovide examples of early health care technology that helped to extend the life expectancy of humans, such as the
discovery of penicillin, sterili!ation of surgical instruments.
"ifferentiate between vaccines, which help prevent diseases from developing and spreading, and medicines, which
relieve symptoms or cure diseases.
#ecogni!e that the 1uality of personal health can be influenced by society and technology.
%xplain how proper food preparation and appropriate food handling practices can maintain the safety and 1uality of food.
#ecogni!e that humans can spread germs that cause disease.
#ecogni!e that there are some diseases that human beings can only get once- and explain how many diseases can be
prevented by vaccination.
"escribe the function of white blood cells and explain how they support the body's defense system.
%xplain how the immune system functions to prevent and fight disease.
"escribe how viruses, bacteria, fungi, and parasites may affect the human body and provide examples of how they can
interfere with normal body function.
"ellular Biolog) +nit
&(reas of 3ocus within the Cellular *ioloy 5nit &?hat is /P20C"J' /P20C" 1 *ioloically
Important Molecules' Q of /P20C" in Livin Thins' ?hat does it mean to be livinJ'
Characteristics of Livin Thins' 0eeds of Livin Thins' Cellular *ioloy' "istory of Cellular
*ioloy' Modern Cell Theory' Types of Cells' Pro#aryotic Cells' %u#aryotic Cells' Cellular
2ranelles' Cell ?all' Plasma Membrane' Passive Transport' Diffusion' 2smosis' (ctive
Transport' The 0ucleus' Chromatin 1 Chromosomes' 0ucleolus' 0uclear Membrane' .ouh
%ndoplasmic .eticulum' /mooth %ndoplasmic .eticulum' .ibosomes' Protein /ynthesis' 4oli
(pparatus' Lysosomes' Cytos#eleton 1 Mictrotubules 1 Microfilaments' Centrioles' Plastid'
Mitochondria' Hacuoles' 2ranelles by real imaes.
#ecogni!e that cells use energy, which they obtain from food, to conduct the functions necessary to sustain life, such as
cell growth.
#ecogni!e that the human cells found in tissues and organs are similar to those of other animals, but somewhat different
from cells found in plants.
later use.
%xplain that the way in which cells function is similar in all organisms.
#ecogni!e that cells use energy obtain from food, to conduct the functions necessary to sustain life, such as cell growth.
"ifferentiate between prokaryotic and eukaryotic cells according to general structure and degrees of complexity.
/se 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$cellular organism needs for survival )e.g., protein
synthesis, ";4 transport, nerve cells0.
Build a concept map )or other graphic organi!er0 to understand a complex problem.
01A and Genetics +nit
&(reas of 3ocus within The D0( and 4enetics 5nitE D0(' D0( %$traction' /tructure of D0('
Discovery of the Double "eli$' .osalind 3ran#lin' 0ucleotides' .0(' Cell Division' Mitosis'
Phases of Mitosis' Chromosomes' Cancer' ?ays to (void Cancer' ?hat is Inside a CiaretteJ'
3acts about /mo#inJ' (nti&/mo#in (ds' Meiosis' Phases in Meiosis' Mendelian 4enetics'
4reor Mendel' Punnett /,uares' Probability' Dihybrid Cross' Codominance' *io&%thics' /tem
Cell Debate' Clonin Debate.
%xplain that cells repeatedly divide to make more cells for growth and repair.
%xplain that the same genetic information is copied in each cell of a new organism.
#ecogni!e similarities and individual differences among people, and that children closely resemble their parents.
%xplain that cells repeatedly divide to make more cells for growth and repair.
%xplain that the same genetic information is copied in each cell of a new organism.
"ifferentiate between asexual and sexual reproduction, and explain that in some kinds of organisms, all the genes come
from one parent, while in organisms re1uiring two sexes to reproduce, typically half the genes come from each parent.
%xplain that in sexual reproduction, a single speciali!ed cell from a female merges with a speciali!ed cell from a male in
a process called fertili!ation.
%xplain that the fertili!ed egg cell, carrying genetic information from each parent, multiplies to form the complete
organism.
>ompare and contrast sexual reproduction with asexual reproduction.
/sing data provided, select evidence that supports the concept that genetic information is passed on from both parents
to offspring.
#ecogni!e 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.
>ompare the processes of mitosis and meiosis, including disruptions to the cycles, such as disease or cancer.
"escribe the chemical and structural properties of ";4 and explain its role in identifying the characteristics of an
organism.
%xplain the concepts of 5endelian genetics.
/se pedigree charts and .unnet &1uares to determine patterns of inheritance.
(iven 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., "arwin's finches, isolation of a species, Tay &ach's disease0.
Human Bod) S)stems and Health ,opics +nit
(reas of focusE 3orm 3ollows 3unction concept spread throuhout. RnbspPLevels of bioloical
orani!ation' cell basics' cells of the body' tissues' orans' oran systems' homeostasis'
functions of the s#eletal system' cateories of bones' marrow' bones of the human body' bone
disease' types of joints' muscular system' connective tissues' liaments' tendons' muscles and
enery use' types of muscle tissue' muscle fibers and movement' common muscles' bioloical
molecules and important nutrients to the body 6e$tensive7' learnin the contents of jun# food'
calories' obesity' fast food' eatin disorders' anabolic steroids' diestive system' mechanical
and chemical diestion' taste' en!ymes' swallowin refle$' esophaus and peristalsis' orans of
the 4I Tract' focus on chemical diestion' duodenum'stomach' pancreas' liver' all bladder' small
intestine' villi and surface area' lare intestine' appendi$' 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' epilottis' laryn$ and vocal cords' trachea' bronchus' luns' alveoli'
diaphram' lun capacity' daners of smo#in' cancer' how to avoid cancer' s#in cancer' what)s
inside a ciarette' smo#in and advertisin' e$cretory system' #idneys' urine' inside the
nephron' ureters' bladder' urethra' #idney)s role in deto$ifyin' cirrhosis of the liver'
inteumentary system 6s#in7' functions of the s#in' anatomy of s#in' finerprints' nervous
system' stimulus' anatomy of a neuron' types of neurons' voluntary and involuntary functions'
central and peripheral nervous systems' reions of the brain and roles' riht brain vs. left brain'
spinal cord injuries' anatomy of the eye and siht' lenses' rods and cones' niht vision' anatomy
of the nose and smell' daners of inhalants' anatomy of the ear and hearin' noise induced
hearin loss' sense of touch' the adolescent brain &whoaS' lobes of the brain' endocrine system'
lands' hormones' activities in your body' endocrine system vs. nervous system' e$ocrine lands'
puberty' body stability' parentin' male and female reproductive systems' se$ cells'
chromosomes' fertili!ation' menstrual cycle' placenta' embryo development' daners of smo#in
and drin#in while prenant' immune system' diseases' how diseases are spread' the immune
response' vaccines' virus prevention' "IH' "IH transmission' abstinence vs. prevention' (ID/'
/TD)s' and much more.
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.
Eplain that multi!cellular organisms have specialized cells, tissues, organs and organ systems that perform certain
necessary functions, including digestion, respiration, reproduction, circulation, ecretion, 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 eplain 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.
Eplain how the amount of rest and the types of food, eercise 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.
#dentify the functions of the human body$s systems, including digestion, respiration, reproduction, circulation, ecretion,
movement, control and coordination and protection from disease" and describe how they interact with one another.
Eplain how the basic tissues of an embryo form.
Eplain how food provides energy and materials for growth and repair of body parts.
%escribe how viruses, bacteria, fungi, and parasites may affect the human body and provide eamples of how they can
interfere with normal body function.
&se data and observations to support the concept that environmental or biological factors affect human body systems
'biotic and abiotic(.
%escribe 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.
%escribe how the functions of all the human body systems are interrelated at a chemical level and how they maintain
homeostasis.
Eplain how the immune system functions to prevent and fight disease.
Organize observations and data into tables, charts and graphs.
%escribe 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.
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