A Correlation of Life, Earth, and Physical Science Series To the Iowa Core Standards for Science
Introduction This document demonstrates how Pearson s : Life, Earth, and Physical Science Series, meets the Iowa Core Standards for Science,. Correlation page references are to the Student Edition and the Teacher s Edition. features a complete Life, Earth, and Physical Series that engages all learners through an interactive Write-In Student Edition, a wealth of exciting inquiry labs, and state-of-the-art digital courseware featuring exclusive Untamed Science Videos and online leveled support. provides students with a sense of ownership, by having students engage with the page, and connecting the Big Ideas to students lives. continually seeks ways for students to become engaged in science, to comprehend the content, and then to demonstrate their understanding and even connect concepts. Cutting-edge, Untamed Science videos tap students prior knowledge and provide discussion opportunities My Planet Diary lesson-starters, help address the so what in science Almost-daily, scaffolded, inquiry-based, hands-on labs and activities resources and kit Frequent point-of-use assessments Online technology tools and virtual lab environments allows students to record their own observations and data MyScienceOnline.com is a state-of-the-art, online learning environment for students and teachers. My Science Coach is your students personal online study partner Amazingly realistic virtual labs and activities bring science concepts to life with no clean-up! Ability for students to submit responses to teachers online Preferences Navigator for customizing lesson plans Online Classroom Management allows teachers to assign homework, receive reports and track progress 2
Table of Contents Science as Inquiry... 4 Earth and Space... 10 Physical Science... 14 Life Science... 17 3
GRADES 6-8 Science as Inquiry S.6 8.SI.1 Essential Concept and/or Skill: Identify and generate questions that can be answered through scientific investigations. Students should develop the ability to refine and refocus broad and ill defined questions. An important aspect of this ability consists of clarifying questions and inquiries and directing them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. SE/TE: 86, 296, 469, 554 SE/TE: 199, 249, 581 SE/TE: 165, 217 Students should develop the ability to connect their questions with scientific ideas, concepts, and quantitative relationships that guide investigations. SE/TE: 86, 296, 469, 554 SE/TE: 199, 249, 581 SE/TE: 165, 217 S.6 8.SI.2 Essential Concept and/or Skill: Design and conduct different kinds of scientific investigations. Students understand that different kinds of questions suggest different kinds of scientific investigations. SE/TE: 86, 296, 469, 554 SE/TE: 199, 249, 581 Students should develop general abilities such as making systematic observations, taking accurate measurements, and identifying and controlling variables. SE/TE: 165, 217 SE/TE: 9, 18, 31, 46, 47, 69, 90, 111, 168, 212, 241, 273, 322, 376, 380 SE/TE: 32, 64, 79, 187, 196, 224, 331, 384, 388, 427, 472 SE/TE: 24, 75, 98, 141, 220, 237, 243, 270, 271, 292, 337, 403, 411, 558, 586 4
Students should develop the ability to clarify ideas that are influencing and guiding their inquiry, and to understand how those ideas compare with current scientific knowledge. Opportunities exist throughout the Program: SE/TE: 76, 178, 340, 588, 626 SE/TE: 46, 176, 242, 288, 322, 372, 464, 504 SE/TE: 209, 212, 258, 342, 430, 573 Students formulate questions, design investigations, execute investigations, interpret data, use evidence to generate explanations, propose alternative explanations, and critique explanations and procedures. SE/TE: 10, 86, 92, 99, 124, 131, 138, 169, 151, 296, 330, 363, 397, 554, 565, 572, 601, 612, 621, 654 SE/TE: 15, 57, 68, 219, 299, 304, 328, 343, 349, 385, 389, 423, 490, 495, 535, 553, 563, 610, 681 SE/TE: 64, 93, 165, 166, 169, 173, 175, 180, 203, 217, 221, 222, 226, 229, 270, 286, 421, 545, 575, 597 Students use appropriate safety procedures when conducting investigations. SE/TE: 17, 55, 85, 133, 166, 230, 275, 323, 365, 441, 478, 512, 595, 639 SE/TE: 10, 18, 61, 156, 169, 185, 228, 309, 342, 399, 497, 565, 657, 679 : SE/TE: 19, 91, 140, 169, 211, 241, 347, 398, 411, 463, 475, 546, 551 *A Lab Safety Kit is provided with the program, see page 12 of the Teacher s Program Guide. 5
S.6 8.SI.3 Essential Concept and/or Skill: Understand that different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms and events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. SE/TE: 10, 15, 31, 54, 69, 111, 129, 135, 138, 151, 168, 199, 212, 228, 241, 315, 411, 518, 562, 610 SE/TE: 39, 57, 124, 137, 217, 265, 321, 385, 496, 528, 552, 627, 681 SE/TE: 166, 175, 226, 229, 270, 420, 421, 523, 597 S.6 8.SI.4 Essential Concept and/or Skill: Select and use appropriate tools and techniques to gather, analyze and interpret data. The use of tools and techniques, including computers, will be guided by the questions asked and the investigations students design. Students should be able to access, gather, store, retrieve, and organize data, using computer hardware and software designed for these purposes. SE/TE: 44-47, 71, 220, 476 SE/TE: 44, 115, 137, 175, 371, 415 SE/TE: 128, 220, 237, 243, 270, 420 S.6 8.SI.5 Essential Concept and/or Skill: Incorporate mathematics in scientific inquiry. Mathematics is used to gather, organize and present data and to construct SE/TE: 17, 72, 135, 190, 330, 363, 397, convincing explanations. 535, 565, 572, 579, 601, 612, 621, 654 SE/TE: 15, 42, 134, 143, 328, 365, 525, 541, 563, 589, 631 SE/TE: 27, 61, 93, 111, 142, 169, 185, 203, 206, 249, 277, 313, 319, 349, 384, 406, 430, 475, 504, 553, 585, 595 6
S.6 8.SI.6 Essential Concept and/or Skill: Use evidence to develop descriptions, explanations, predictions, and models. Students should base their explanations on observations and they should be able to differentiate between description and explanation. SE/TE: 241, 273, 434, 483 SE/TE: 384 SE/TE: 75, 115, 164, 167, 236, 242, 295, 411, 443, 509 Developing explanations establishes connections between the content of science and the contexts in which students develop new knowledge. This objective is addressed throughout the text. See the representative pages: SE/TE: 47, 131, 135, 146, 162, 222, 230, 262, 293, 364, 390, 419, 434, 520, 612 SE/TE: 54, 76, 124, 160, 196, 225, 281, 313, 385, 403, 450, 541, 616, 627 SE/TE: 17, 91, 151, 173, 203, 211, 236, 242, 276, 285, 292, 325, 357, 409, 431, 439, 445, 470, 533, 567, 574 Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous. SE/TE: 31, 54, 65, 135, 199, 212, 228, 229, 315, 411, 518, 562, 610 SE/TE: 39, 124, 137, 217, 265, 385, 496, 528, 552, 627 SE/TE: 22, 76, 173, 264, 288, 326, 420, 433, 451, 482, 537, 540, 547-549, 557, 572, 594, 597 7
Different models can be used to represent the same thing. SE/TE: 31, 315, 610 SE/TE: 124, 496, 528 SE/TE: 22, 326, 420, 433, 451, 482, 537, 540, 547, 557, 572, 597 S.6 8.SI.7 Essential Concept and/or Skill: Think critically and logically to make the relationships between evidence and explanations. Students decide what evidence should be used and develop the ability to account for anomalous data. SE/TE: 131, 368 SE/TE: 219, 385, 553 SE/TE: 115, 167 Students should be able to review data from an experiment, summarize the data, and form a logical argument between cause and effect relationships. SE/TE: 43, 66, 89, 92, 99, 102, 115, 169, 173, 189, 190, 330, 363, 397, 572, 601, 612, 621, 654 SE/TE: 15, 68, 144, 304, 328, 343, 389, 423, 490, 535, 563 SE/TE: 43, 64, 93, 113, 128, 169, 173, 180, 186, 203, 221, 222, 286, 319, 361, 387, 411, 467, 474, 545, 575 Students should begin to state some explanations in terms of relationships between two or more variables. SE/TE: 9, 31, 90, 380 SE/TE: 187 SE/TE: 61, 211, 270, 337, 558 8
S.6 8.SI.8 Essential Concept and/or Skill: Recognize and analyze alternative explanations and predictions. Students should develop the ability to listen to and respect the explanations proposed by other students. They should remain open to and acknowledge different ideas and explanations, be able to accept the skepticism of others, and consider alternative explanations. This objective is addressed throughout the text. See representative pages: SE/TE: 48, 80, 128, 166, 216, 254, 328, 369, 408, 458, 516, 550, 606, 611 SE/TE: 28, 50, 94, 136, 180, 208, 246, 300, 346, 398, 424, 492, 502, 574, 652 22, 56, 72, 89, 106 107, 142, 150, 163, 266, 290, 321, 377, 397, 402, 408, 502, 510, 544, 576 S.6 8.SI.9 Essential Concept and/or Skill: Communicate and defend procedures and explanations. Students should become competent in communicating experimental methods, describing observations and summarizing the results of investigations. Explanations can be communicated through various methods. S.6 8.SI.10 Essential Concept and/or Skill: Use appropriate safety procedures when conducting investigations. SE/TE: 9, 10, 129, 138, 151 SE/TE: 219, 385, 553 SE/TE: 34, 35, 118, 156, 157, 193, 257, 340, 368, 369, 484, 485, 600 SE/TE: 13, 43, 69, 128, 191, 222, 256, 287, 348, 422, 493, 523, 633, 659 SE/TE: 11, 19, 66, 161, 180, 188, 276, 331, 378, 451, 525, 616, 658, 683 SE/TE: 22, 50, 137, 179, 203, 319, 325, 375, 431, 433, 495, 506, 535, 567 *A Lab Safety Kit is provided with the program. See page 12 of the Teacher s Program Guide. 9
Earth and Space S.6 8.ES.1 Essential Concept and/or Skill: Understand and apply knowledge of the structure and processes of the earth system and the processes that change the earth and its surface. The solid earth consists of layers including a lithosphere; a hot, convecting mantle and a dense metallic core. SE/TE: 12-17, 18-21, 41-42 Tectonic plates constantly move at rates of centimeters per year in response to movements in the mantle. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, are results of these plate motions. Land forms are the result of a combination of constructive and destructive forces. Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment, while destructive forces include weathering and erosion. Some changes in the earth can be described as the rock cycle. Rocks at the earth s surface weather, forming sediments that are buried, then compacted, heated, and often re crystallized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and the rock cycle continues. Soil consists of weathered rocks and decomposed organic matter from dead plants, animals, and bacteria. SE/TE: 617, 654 SE/TE: 8, 104-109, 120-127, 143, 152-155 SE/TE: 617, 654, 657 SE/TE: 8-9, 41, 107, 120-127, 143, 180-187, 208-211, 212-221, 223-227, 228-231, 232-235, 237-238 SE/TE: 594, 617, 640-641, 642-643 SE/TE: 5, 80-83, 86, 189-193, 195-196, 199-200 10
Soils are often found in layers, with each having a different chemical composition and texture. Living organisms have played many roles in the earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks. SE/TE: 594, 617, 640-641, 642-643 SE/TE: 189-193, 199, 376-378, 411 S.6 8.ES.2 Essential Concept and/or Skill: Understand and apply knowledge of the water cycle, including consideration of events that impact groundwater quality. Water, which covers the majority of the earth s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle. Water evaporates from the earth s surface, rises and cools as it rises to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil and in soil and rocks underground. SE/TE: 638-639, 644-645 SE/TE: 5, 328-329, 330-331, 339, 367, 420-421 Water is a solvent. As it passes through the water cycle, especially as it moves on the earth s surface and underground, it dissolves minerals and gases and carries them to the oceans, rivers, and other surface water. Natural and human forces can contribute to contamination of surface water and groundwater. SE/TE: 638-639, 644-645 SE/TE: 330-331, 333-339, 341-345 SE/TE: 199 SE/TE: 295, 586, 587 SE/TE: 676-677, 678-679, 680-681, 682-683, 686 11
S.6 8.ES.3 Essential Concept and/or Skill: Understand and apply knowledge of earth history based on physical evidence. The earth processes we see today including erosion, movement of tectonic plates, and changes in atmospheric composition are similar to those that occurred in the past. SE/TE: 640-641, 642-643 SE/TE: 8-9, 98-103, 104-109, 111-112, 180-181, 208-211, 212-221, 376-378 Earth history is also influenced by occasional catastrophes such as the impact of an asteroid or a comet. Fossils provide important evidence of how life and environmental conditions have changed. SE/TE: 274, 276, 586 SE/TE: 378 SE/TE: 183, 192, 193, 198, 205 SE/TE: 96, 247-249, 250-251, 283, 487 S.6 8.ES.4 Essential Concept and/or Skill: Understand and apply knowledge of the earth s atmospheric properties and how they influence weather and climate. The atmosphere is a mixture of nitrogen, oxygen, and trace gasses that include water vapor. The atmosphere has different properties at different elevations. SE/TE: 638-639, 640-641, 642-643 SE/TE: 6, 376-378, 387, 388-391 SE/TE: 96 Global patterns of atmospheric movement influence local weather. Oceans have a major effect on climate because water in the oceans holds a large amount of heat. SE/TE: 646-654 SE/TE: 362-363, 469-475 SE/TE: 374-375, 378 12
Clouds, formed by the condensation of water vapor, affect weather and climate. SE/TE: 639 SE/TE: 424-425, 426-427 S.6 8.ES.5 Essential Concept and/or Skill: Understand and apply knowledge of the components of our solar system. The earth is the third planet from the sun in a system that includes the moon, the sun, seven other planets and their moons, and smaller objects, such as asteroids and comets. The sun, an average star, is the central and largest body in the solar system. SE/TE: 509, 555-557, 561-563, 567, 571, 583-587, 589, 590 Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Gravity alone holds us to the earth s surface and explains the phenomena of the tides. The sun is the major source of energy for phenomena on the earth s surface, such as growth of plants, winds, ocean currents, and the water cycle. Seasons result from variations in the amount of the sun s energy hitting the surface, due to the tilt of the earth s rotation on its axis and the length of the day. SE/TE: 522-523, 524-525, 533-535, 541-542, 558-559 SE/TE: 82, 83-85, 631, 634, 656 SE/TE: 392-397, 403, 512, 518-521, 555 SE/TE: 369 Most objects in the solar system are in regular and predictable motion. Those motions explain such phenomena as the day, the year, phases of the moon, and eclipses. SE/TE: 512-513, 515-517, 526-531, 541-542 13
Physical Science S.6 8.PS.1 Essential Concept and/or Skill: Understand and apply knowledge of: elements, compounds, mixtures, and solutions based on the nature of their physical and chemical properties. physical and chemical changes and their relationship to the conservation of matter and energy. A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of SE/TE: 59, 60-63 the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties. Substances SE/TE: 50-52, 53-57 react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic SE/TE: 5-7, 8-13, 15-19, 25, 80-87, 89- properties. In chemical reactions, the total 95, 96-103, 106-113, 141, 174-177, 203, mass is conserved. Substances often are 207-209 placed in categories or groups if they react in similar ways; metals is an example of such a group. Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter. SE/TE: 58 SE/TE: 52 SE/TE: 9-11, 80-87, 88-95, 96-105, 106-113 14
S.6 8.PS.2 Essential Concept and/or Skill: Understand and apply knowledge of forms of energy and energy transfer. Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. SE/TE: 82, 83-85, 634-637 SE/TE: 5, 300-307 SE/TE: 352-357 Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object emitted by or scattered from it must enter the eye. Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced. In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers. SE/TE: 18-19, 20-21, 400-401 SE/TE: 378-381, 382-385 SE/TE: 394-397 SE/TE: 496-501, 502-509, 510-513 SE/TE: 536-543, 544-551 SE/TE: 308, 561 SE/TE: 107-109, 346-351, 378-381, 460-461 15
The sun is a major source of energy for changes on the earth s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy form the sun to the earth. The sun s energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation. SE/TE: 81-82, 83-85, 631, 634 SE/TE: 301-302, 392-393, 394-397 SE/TE: 369 S.6 8.PS.3 Essential Concept and/or Skill: Understand and apply knowledge of motions and forces. The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph. SE/TE: 523, 524-525 SE/TE: 234-237, 238-245 An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in speed or direction of an object s motion. SE/TE: 523, 524 SE/TE: 274-275 SE/TE: 274-275 16
Life Science S.6 8.LS.1 Essential Concept and/or Skill: Understand and apply knowledge of the basic components and functions of cells, tissues, organs, and organ systems. Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. SE/TE: 40-41, 49-51, 52-53, 54-55, 57, 313, 409-413, 593-595, 596-597 All organisms are composed of cells. Most organisms are single cells; other organisms, including humans are multi cellular. Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This requires that they take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. Specialized cells perform specialized functions in multi cellular organisms. Groups of specialized cells cooperate to form a tissue, such as muscle. Different tissues are, in turn, grouped together to form larger functional units, called organs. Each type of cell, tissue, and organ has a distinct structure and set of functions that serve the organism as a whole. SE/TE: 6, 56-57, 256 SE/TE: 269, 272-273 SE/TE: 41, 49-55, 60-63, 64-69, 72, 92-93, 94-99, 102 SE/TE: 56, 256, 370, 409-413, 449 S.6 8.LS.2 Essential Concept and/or Skill: Understand and apply knowledge of how different organisms pass on traits (heredity). Every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another. SE/TE: 110-112, 113-115, 136 17
Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes. The characteristics of an organism can be described in terms of a combination of traits. Some traits are inherited and others result from interactions with the environment. SE/TE: 113-115, 122-124, 129-131, 136 SE/TE: 122-124, 125-127, 138, 139, 160-162 S.6 8.LS.3 Essential Concept and/or Skill: Understand and apply knowledge of the complementary nature of structure and function and the commonalities among organisms. Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems. Organisms are classified according to common characteristics. SE/TE: 15-17, 18-19, 22-25, 32, 310-311, 312-313, 314-317, 409-413 SE/TE: 271-274, 275-276 S.6 8.LS.4 Essential Concept and/or Skill: Understand and apply knowledge of: interdependency of organisms, changes in environmental conditions, and survival of individuals and species. the cycling of matter and energy in ecosystems. All organisms must be able to obtain and use resources, grow, reproduce, and SE/TE: 13, 423-427, 449, 479, 506 maintain stable internal conditions while living in a constantly changing external environment. Regulation of an organism s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. 18
Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication on many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience. Species acquire many of their unique characteristics through biological adaptation which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. That energy then passes from organism to organism in food webs. SE/TE: 7, 289-290, 291-293, 351-352, 354-355, 420, 506, 512 SE/TE: 185, 188-191, 201, 309, 607-608, 610-612 SE/TE: 251, 271-274, 275-276, 277-281 SE/TE: 185, 309, 607-608, 610-612 SE/TE: 251, 271-274, 275-276, 277-281 SE/TE: 82, 83-85, 631-633, 634-637, 640-641, 642-645 SE/TE: 327, 338 SE/TE: 369 19
S.6 8.LS.5 Essential Concept and/or Skill: Understand and demonstrate knowledge of the social and personal implications of environmental issues. Chapter 12 of the Iowa Administrative Code states that science instruction shall include conservation of natural resources; and environmental awareness. SE/TE: 660-662, 663-665, 666-669, 672 SE/TE: 297, 300-307, 311-315, 318, 640-645, 649-651, 652-657, 659-665, 667-675, 676-683 SE/TE: 88, 192, 228, 346, 368, 369, 396, 560-561 The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition. Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. SE/TE: 594-595, 598-602, 603-605, 609-612, 621 SE/TE: 327, 642 S.6 8.LS.6 Essential Concept and/or Skill: Understand and apply knowledge of the functions and interconnections of the major human body systems including the breakdown in structure or function that disease causes. The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another. SE/TE: 412-413, 415-416, 417-419, 420-421, 428-429, 431-432, 439-441, 445-447, 449-450, 462-467, 468-473, 478-481, 487-489, 492-493, 495-496, 505-506, 517-520, 525-529, 539-540 Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms. SE/TE: 549-551, 552-555, 575-578, 579-581, 583, 584 20