Printable Georgia Standards of Excellence High School Biology Worksheets and Answer Keys, Study Guides and Vocabulary Sets.
Biologists study the structure, function, growth, origin, evolution and distribution of living organisms. There are generally considered to be at least nine major fields of biology which include biochemistry, botany, cellular biology, ecology, evolutionary biology, genetics, molecular biology, physiology and zoology.
Food Chains and Food WebsBiological dynamics of Earth. Relationships within a community: predation, competition, parasitism, mutualism, commensalism. Construct a food chain. Construct a trophic-level pyramid (energy level). Compare and contrast food webs and food chains. Read more...iWorksheets: 3Vocabulary Sets: 2 Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets: 4Vocabulary Sets: 7 Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets: 3Vocabulary Sets: 7 Lab investigations/scientific methodA biologist reported success in breeding a tiger with a lion, producing healthy offspring. Other biologists will accept this report as fact only if other researchers can replicate the experiment. Read more...iWorksheets: 3 Pond MicrolifeFood vacuole - a small sac-like structure in which captured food is digested. Micronucleus - the smaller of the two nuclei present in some protozoa that contains the genetic material and controls cell reproduction. Paramecium - a single-celled protozoan covered with hair-like cilia, found in many freshwater habitats. Read more...iWorksheets: 3Vocabulary Sets: 4 The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets: 3 Chromosomes, Genes and DNAChromosomes are made up of DNA (deoxyribonucleic acid), the hereditary material in humans and most of other organisms. Specific sections of the DNA are called genes. Each gene provides the cell with different information. Each chromosome is made up of many genes. There are about about 100000 genes found on human chromosomes. A gene is made up of a particular sequence of DNA bases. This sequence acts as a code for a protein. The production of different proteins determines the trait (inherited characteristic) of an organism. Read more...iWorksheets: 3Vocabulary Sets: 3 Genetics and heredity IIBy whom were first described the principles of dominance, segregation, and independent assortment? What did Gregor Mendel discover using the results of his experiments with plant crosses? Match each Genetics and heredity term to its definition like Splindle fibers, Telophase, Trait, Transcription, Mutation, Phenotype. Read more...iWorksheets: 3Vocabulary Sets: 7 The Study of HeredityHeredity refers to the genetic heritage passed down by our biological parents when certain traits are passed from the parents to the children. Traits are characteristics such as height, hair color etc... Heredity is passed through genes in the Deoxyribonucleic acid (DNA) molecule. DNA is a molecule that contains the biological instructions that make each species unique. Read more...iWorksheets: 2Vocabulary Sets: 3 Plant structure and functionPlants are living organisms made up of cells. Plants need sunlight and water to live and grow healthy. Many plants, but not all plants, produce flowers, which make fruit and seeds in order for the plant to reproduce. There are two different types of root systems: A fibrous root system has many roots that grow in many different directions. Plants that have a taproot system have only one large main root growing from the plant’s stem. Read more...iWorksheets: 4Vocabulary Sets: 2 Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets: 3Vocabulary Sets: 4 MeiosisMeiosis is a process where a single cell divides twice to produce four cells containing half the original amount of genetic information. These cells are our sex cells – sperm in males, eggs in females. Prophase I - a phase of meiosis during which chromosomes thicken and homologous pairs of chromosomes move together. Metaphase I - a phase of meiosis I during which homologous pairs of chromosomes line up in the center of the cell. Read more...iWorksheets: 3Vocabulary Sets: 3 MitosisStructures and functions of living organisms: Cells, Tissues, Organs, and Organ Systems. Differentiate between the processes of mitosis and meiosis. Describe different cell parts and their functions. Read more...iWorksheets: 2Vocabulary Sets: 3 GA.SB. Biology
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
SB1.a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles, ribosomes, and mitochondria) interact as a system to maintain homeostasis.
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5 SB1.b. Develop and use models to explain the role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity.
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4 SB1.c. Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes.
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4 SB1.e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga).
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7 Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2 SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
SB2.a. Construct an explanation of how the structures of DNA and RNA lead to the expression of information within the cell via the processes of replication, transcription, and translation.
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4 Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3 SB2.b. Construct an argument based on evidence to support the claim that inheritable genetic variations may result from:
SB2.b.2. non-lethal errors occurring during replication (insertions, deletions, substitutions).
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3 SB2.c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in forensics, medicine, and agriculture.
DNA technology/genetic engineeringThis topic is about biology and Forensic science. Students will learn to identify the structure and function of DNA, RNA and protein. They will also learn to describe the importance of generic information to forensics. Read more...iWorksheets :4Vocabulary :3 SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
SB3.a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define problems that explain the role of meiosis in reproductive variability.
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7 SB3.b. Use mathematical models to predict and explain patterns of inheritance.
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7 SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms.
SB4.a. Construct an argument supported by scientific information to explain patterns in structures and function among clades of organisms, including the origin of eukaryotes by endosymbiosis. Clades should include:
SB4.a.3. Eukaryotes
SB4.a.3.1. Fungi
Microorganisms IITaxonomy is the classification of all known living organisms that shows
relationships between different organisms. Pseudopod is false feet; temporary fingerlike projections a one-celled organism, such as an amoeba, uses to move. Protozoa - single-celled, animal-like protist that has the ability to move. Mycelium - a mass of fungal hyphae that absorbs nutrients. Read more...iWorksheets :3Vocabulary :5 SB4.a.3.2. Plants
Introduction to plantsWhich woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. Read more...iWorksheets :3Vocabulary :5 SB4.a.3.3. Animals
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3 InvertebratesInvertebrates are animals that don't have a backbone. More than 90 percent of all living animal species are invertebrates. Familiar examples of invertebrates include arthropods, mollusks, annelid, and cnidarians. Like vertebrates, most invertebrates reproduce at least partly through sexual reproduction. Read more...iWorksheets :6Vocabulary :3 Vertebrates IVertebrates - animals that have a backbone. The word comes from vertebrae, the bones that make up the spine. Five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. A few tens of thousands of species have been identified. Read more...iWorksheets :3Vocabulary :3 SB4.b. Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns of common ancestry and the theory of evolution to determine relationships among major groups of organisms.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3 SB4.c. Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms.
Microorganisms IHyphae - threadlike filaments of branching cells that make up the bodies of multicellular fungi. Gymnosperm - group of vascular plants that develop seeds without a protective outer covering; they do not produce flowers or fruit. Flagellum - a tail-like structure found on bacteria and select protists which helps them to move. Volvox - a freshwater, chlorophyll-containing green alga, that occurs in ball-shaped colonies. Read more...iWorksheets :4Vocabulary :5 SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
SB5.b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration.
SB5.b.1. Arranging components of a food web according to energy flow.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2 Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2 SB5.b.2. Comparing the quantity of energy in the steps of an energy pyramid.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2 Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2 SB5.b.3. Explaining the need for cycling of major biochemical elements (C, O, N, P, and H).
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2 Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2 SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
SB6.a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3 SB6.d. Develop and use mathematical models to support explanations of how undirected genetic changes in natural selection and genetic drift have led to changes in populations of organisms.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3 SB6.e. Develop a model to explain the role natural selection plays in causing biological resistance (e.g., pesticides, antibiotic resistance, and influenza vaccines).
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3 GA.SC. Chemistry
SC1. Obtain, evaluate, and communicate information about the use of the modern atomic theory and periodic law to explain the characteristics of atoms and elements.
SC1.a. Evaluate merits and limitations of different models of the atom in relation to relative size, charge, and position of protons, neutrons, and electrons in the atom.
SC1.b. Construct an argument to support the claim that the proton (and not the neutron or electron) defines the element’s identity.
SC1.d. Construct an explanation that relates the relative abundance of isotopes of a particular element to the atomic mass of the element.
SC1.f. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (i.e. including atomic radii, ionization energy, and electronegativity).
SC2. Obtain, evaluate, and communicate information about the chemical and physical properties of matter resulting from the ability of atoms to form bonds.
SC2.a. Plan and carry out an investigation to gather evidence to compare the physical and chemical properties at the macroscopic scale to infer the strength of intermolecular and intramolecular forces.
SC2.b. Construct an argument by applying principles of inter- and intra- molecular forces to identify substances based on chemical and physical properties.
SC2.d. Develop and use models to evaluate bonding configurations from nonpolar covalent to ionic bonding.
SC2.e. Ask questions about chemical names to identify patterns in IUPAC nomenclature in order to predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent compounds.
SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions.
SC3.a. Use mathematics and computational thinking to balance chemical reactions (i.e., synthesis, decomposition, single replacement, double replacement, and combustion) and construct an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 SC3.b. Plan and carry out an investigation to determine that a new chemical has been formed by identifying indicators of a chemical reaction (e.g., precipitate formation, gas evolution, color change, water production, and changes in energy to the system).
SC3.c. Use mathematics and computational thinking to apply concepts of the mole and Avogadro’s number to conceptualize and calculate
SC3.c.2. Empirical/molecular formulas
SC3.c.3. Mass, moles, and molecules relationships
SC3.c.4. Molar volumes of gases
SC4. Obtain, evaluate, and communicate information about how to refine the design of a chemical system by applying engineering principles to manipulate the factors that affect a chemical reaction.
SC4.a. Plan and carry out an investigation to provide evidence of the effects of changing concentration, temperature, and pressure on chemical reactions.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3 SC4.b. Construct an argument using collision theory and transition state theory to explain the role of activation energy in chemical reactions.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3 SC4.c. Construct an explanation of the effects of a catalyst on chemical reactions and apply it to everyday examples.
SC4.d. Refine the design of a chemical system by altering the conditions that would change forward and reverse reaction rates and the amount of products at equilibrium.
SC5. Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes.
SC5.a. Plan and carry out an investigation to calculate the amount of heat absorbed or released by chemical or physical processes.
SC5.c. Develop and use models to quantitatively, conceptually, and graphically represent the relationships between pressure, volume, temperature, and number of moles of a gas.
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3 SC6. Obtain, evaluate, and communicate information about the properties that describe solutions and the nature of acids and bases.
SC6.a. Develop a model to illustrate the process of dissolving in terms of solvation versus dissociation.
SC6.c. Use mathematics and computational thinking to evaluate commercial products in terms of their concentrations (i.e., molarity and percent by mass).
SC6.d. Communicate scientific and technical information on how to prepare and properly label solutions of specified molar concentration.
SC6.f. Use mathematics and computational thinking to compare, contrast, and evaluate the nature of acids and bases in terms of percent dissociation, hydronium ion concentration, and pH.
SC6.g. Ask questions to evaluate merits and limitations of the Arrhenius and Bronsted-Lowry models of acid and bases.
GA.SES. Earth Systems
SES1. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth’s place in the solar system.
SES1.a. Construct an explanation of the origins of the solar system from scientific evidence including the composition, distribution and motion of solar system objects.
SES1.b. Ask questions to evaluate evidence for the development and composition of Earth’s early systems, including the geosphere (crust, mantle and core), hydrosphere and atmosphere.
SES1.c. Develop a model of the physical composition of Earth’s layers using multiple types of evidence (e.g., Earth’s magnetic field, composition of meteorites and seismic waves).
SES2. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards.
SES2.a. Construct an explanation based on evidence that describes the mechanisms causing plate tectonic motion.
SES2.b. Develop and use models for the different types of plate tectonic settings (convergent, divergent and transform boundaries).
SES2.c. Construct an explanation that communicates the relationship of geologic features, landforms, Earth materials and geologic hazards to each plate tectonic setting.
SES2.d. Ask questions to compare and contrast the relationship between transformation processes of all rock types (sedimentary, igneous, and metamorphic) and specific plate tectonic settings.
SES2.e. Construct an argument using multiple forms of evidence that supports the theory of plate tectonics (e.g., fossils, paleomagnetism, seafloor age, etc.).
SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.
SES3.a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering.
SES3.c. Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change.
SES3.d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited.
SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth’s past.
SES4.a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count).
SES4.b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form.
SES4.c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth’s history such as mass extinction, major climatic change, and tectonic events.
SES4.d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed.
SES4.e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth’s history from the fossil and rock record of geologically defined areas.
SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth’s systems to produce weather and climate.
SES5.a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally.
OceansWorksheets :4Vocabulary :3 SES5.b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather.
SES5.c. Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography.
OceansWorksheets :4Vocabulary :3 SES5.d. Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth.
SES5.e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events.
SES5.f. Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition.
SES6. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth’s systems.
SES6.a. Construct an argument from evidence that describes how life has responded to major events in Earth’s history (e.g., major climatic change, tectonic events) through extinction, migration, and/or adaptation.
SES6.d. Analyze and interpret data that relates changes in global climate to natural and anthropogenic modification of Earth’s atmosphere and oceans.
GA.SEV. Environmental Science
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.
SEV1.b. Develop and use a model based on the Laws of Thermodynamics to predict energy transfers throughout an ecosystem (food chains, food webs, and trophic levels).
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2 Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2 SEV1.c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2 Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2 SEV1.d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3 SEV1.e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2 Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2 OceansWorksheets :4Vocabulary :3 SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.
SEV2.a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations associated with climate change.
SEV2.d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3 SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
SEV4.a. Construct and revise a claim based on evidence on the effects of human activities on natural resources.
OceansWorksheets :4Vocabulary :3 SEV4.b. Design, evaluate, and refine solutions to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
OceansWorksheets :4Vocabulary :3 SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.
SEV5.c. Construct an argument from evidence regarding the ecological effects of human innovations (Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
OceansWorksheets :4Vocabulary :3 SEV5.d. Design and defend a sustainability plan to reduce your individual contribution to environmental impacts, taking into account how market forces and societal demands (including political, legal, social, and economic) influence personal choices.
OceansWorksheets :4Vocabulary :3 GA.SPS. Physical Science
SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.
SPS1.a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes.
SPS1.b. Analyze and interpret data to determine trends of the following:
SPS1.b.3. Location and properties of metals, nonmetals, and metalloids
SPS1.b.4. Phases at room temperature
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3 SPS1.c. Use the Periodic Table as a model to predict the above properties of main group elements.
SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form stable compounds.
SPS2.b. Develop and use models to predict formulas for stable, binary ionic compounds based on balance of charges.
SPS2.c. Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for translating between chemical names and chemical formulas.
SPS5. Obtain, evaluate, and communicate information to compare and contrast the phases of matter as they relate to atomic and molecular motion.
SPS5.a. Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas.
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3 SPS5.b. Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems.
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3 SPS6. Obtain, evaluate, and communicate information to explain the properties of solutions.
SPS6.a. Develop and use models to explain the properties (solute/solvent, conductivity, and concentration) of solutions.
SPS6.d. Obtain and communicate information to explain the relationship between the structure and properties (e.g., pH, and color change in the presence of an indicator) of acids and bases.
SPS6.e. Plan and carry out investigations to detect patterns in order to classify common household substances as acidic, basic, or neutral.
SPS7. Obtain, evaluate, and communicate information to explain transformations and flow of energy within a system.
SPS7.a. Construct explanations for energy transformations within a system.
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3 SPS7.c. Analyze and interpret specific heat data to justify the selection of a material for a practical application (e.g., insulators and cooking vessels).
SPS8. Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.
SPS8.a. Plan and carry out an investigation and analyze the motion of an object using mathematical and graphical models.
SPS8.b. Construct an explanation based on experimental evidence to support the claims presented in Newton’s three laws of motion.
SPS8.c. Analyze and interpret data to identify the relationship between mass and gravitational force for falling objects.
SPS8.d. Use mathematics and computational thinking to identify the relationships between work, mechanical advantage, and simple machines.
SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
SPS9.a. Analyze and interpret data to identify the relationships among wavelength, frequency, and energy in electromagnetic waves and amplitude and energy in mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.b. Ask questions to compare and contrast the characteristics of electromagnetic and mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.c. Develop models based on experimental evidence that illustrate the phenomena of reflection, refraction, interference, and diffraction.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.d. Analyze and interpret data to explain how different media affect the speed of sound and light waves.
SPS9.e. Develop and use models to explain the changes in sound waves associated with the Doppler Effect.
SPS10. Obtain, evaluate, and communicate information to explain the properties of and relationships between electricity and magnetism.
SPS10.a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance.
SPS10.b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits.
SPS10.c. Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge.
GA.SP. Physics
SP1. Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.
SP1.a. Plan and carry out an investigation of one-dimensional motion to calculate average and instantaneous speed and velocity.
SP1.a.2. Apply one-dimensional kinematic equations to situations with no acceleration, and positive, or negative constant acceleration.
SP1.b. Analyze and interpret data using created or obtained motion graphs to illustrate the relationships among position, velocity, and acceleration, as functions of time.
SP1.c. Ask questions to compare and contrast scalar and vector quantities.
SP1.d. Analyze and interpret data of two-dimensional motion with constant acceleration.
SP1.d.5. Predict and describe how changes to initial conditions affect the resulting motion.
SP1.d.7. Predict and describe how changes to initial conditions affect the resulting motion.
SP2. Obtain, evaluate, and communicate information about how forces affect the motion of objects.
SP2.a. Construct an explanation based on evidence using Newton’s Laws of how forces affect the acceleration of a body.
SP2.a.1. Explain and predict the motion of a body in absence of a force and when forces are applied using Newton’s 1st Law (principle of inertia).
SP2.c. Use mathematical representations to calculate magnitudes and vector components for typical forces including gravitational force, normal force, friction forces, tension forces, and spring forces.
SP2.d. Plan and carry out an investigation to gather evidence to identify the force or force component responsible for causing an object to move along a circular path.
SP2.d.1. Calculate the magnitude of a centripetal acceleration.
SP3. Obtain, evaluate, and communicate information about the importance of conservation laws for mechanical energy and linear momentum in predicting the behavior of physical systems.
SP3.b. Use mathematics and computational thinking to analyze, evaluate, and apply the principle of conservation of energy and the Work-Kinetic Energy Theorem.
SP3.b.1. Calculate the kinetic energy of an object.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3 SP3.b.2. Calculate the amount of work performed by a force on an object.
SP3.c. Plan and carry out an investigation demonstrating conservation and rate of transfer of energy (power) to solve problems involving closed systems.
SP3.d. Construct an argument supported by evidence of the use of the principle of conservation of momentum to
SP3.d.2. Describe and perform calculations involving one dimensional momentum.
SP3.d.3. Connect the concepts of Newton’s 3rd law and impulse.
SP3.d.4. Experimentally compare and contrast inelastic and elastic collisions.
SP4. Obtain, evaluate, and communicate information about the properties and applications of waves.
SP4.a. Develop and use mathematical models to explain mechanical and electromagnetic waves as a propagating disturbance that transfers energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.b. Develop and use models to describe and calculate characteristics related to the interference and diffraction of waves (single and double slits).
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.c. Construct an argument that analyzes the production and characteristics of sounds waves.
SP4.d. Plan and carry out investigations to characterize the properties and behavior of electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.f. Plan and carry out investigations to identify the behavior of light using lenses.
SP4.g. Plan and carry out investigations to describe changes in diffraction patterns associated with geometry and wavelength for mechanical and electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP5. Obtain, evaluate, and communicate information about electrical and magnetic force interactions.
SP5.d. Plan and carry out an investigation of the relationship between voltage, current, and power for direct current circuits.
SP5.e. Plan and carry out investigations to clarify the relationship between electric currents and magnetic fields.
SP6. Obtain, evaluate, and communicate information about nuclear changes of matter and related technological applications.
SP6.a. Develop and use models to explain, compare, and contrast nuclear processes including radioactive decay, fission, and fusion.
GA.SES. Earth Systems
SES1. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth’s place in the solar system.
SES1.a. Construct an explanation of the origins of the solar system from scientific evidence including the composition, distribution and motion of solar system objects.
SES1.b. Ask questions to evaluate evidence for the development and composition of Earth’s early systems, including the geosphere (crust, mantle and core), hydrosphere and atmosphere.
SES1.c. Develop a model of the physical composition of Earth’s layers using multiple types of evidence (e.g., Earth’s magnetic field, composition of meteorites and seismic waves).
SES2. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards.
SES2.a. Construct an explanation based on evidence that describes the mechanisms causing plate tectonic motion.
SES2.b. Develop and use models for the different types of plate tectonic settings (convergent, divergent and transform boundaries).
SES2.c. Construct an explanation that communicates the relationship of geologic features, landforms, Earth materials and geologic hazards to each plate tectonic setting.
SES2.d. Ask questions to compare and contrast the relationship between transformation processes of all rock types (sedimentary, igneous, and metamorphic) and specific plate tectonic settings.
SES2.e. Construct an argument using multiple forms of evidence that supports the theory of plate tectonics (e.g., fossils, paleomagnetism, seafloor age, etc.).
SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.
SES3.a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering.
SES3.c. Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change.
SES3.d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited.
SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth’s past.
SES4.a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count).
SES4.b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form.
SES4.c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth’s history such as mass extinction, major climatic change, and tectonic events.
SES4.d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed.
SES4.e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth’s history from the fossil and rock record of geologically defined areas.
SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth’s systems to produce weather and climate.
SES5.a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally.
OceansWorksheets :4Vocabulary :3 SES5.b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather.
SES5.c. Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography.
OceansWorksheets :4Vocabulary :3 SES5.d. Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth.
SES5.e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events.
SES5.f. Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition.
SES6. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth’s systems.
SES6.a. Construct an argument from evidence that describes how life has responded to major events in Earth’s history (e.g., major climatic change, tectonic events) through extinction, migration, and/or adaptation.
SES6.d. Analyze and interpret data that relates changes in global climate to natural and anthropogenic modification of Earth’s atmosphere and oceans.
GA.SEV. Environmental Science
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.
SEV1.c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
SEV1.e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.
OceansWorksheets :4Vocabulary :3 SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.
SEV2.a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations associated with climate change.
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
SEV4.a. Construct and revise a claim based on evidence on the effects of human activities on natural resources.
OceansWorksheets :4Vocabulary :3 SEV4.b. Design, evaluate, and refine solutions to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
OceansWorksheets :4Vocabulary :3 SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.
SEV5.c. Construct an argument from evidence regarding the ecological effects of human innovations (Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
OceansWorksheets :4Vocabulary :3 SEV5.d. Design and defend a sustainability plan to reduce your individual contribution to environmental impacts, taking into account how market forces and societal demands (including political, legal, social, and economic) influence personal choices.
OceansWorksheets :4Vocabulary :3 GA.SPS. Physical Science
SPS8. Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.
SPS8.a. Plan and carry out an investigation and analyze the motion of an object using mathematical and graphical models.
SPS8.b. Construct an explanation based on experimental evidence to support the claims presented in Newton’s three laws of motion.
SPS8.c. Analyze and interpret data to identify the relationship between mass and gravitational force for falling objects.
SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
SPS9.a. Analyze and interpret data to identify the relationships among wavelength, frequency, and energy in electromagnetic waves and amplitude and energy in mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.b. Ask questions to compare and contrast the characteristics of electromagnetic and mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.c. Develop models based on experimental evidence that illustrate the phenomena of reflection, refraction, interference, and diffraction.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS10. Obtain, evaluate, and communicate information to explain the properties of and relationships between electricity and magnetism.
SPS10.a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance.
SPS10.b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits.
GA.SP. Physics
SP1. Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.
SP1.a. Plan and carry out an investigation of one-dimensional motion to calculate average and instantaneous speed and velocity.
SP1.a.2. Apply one-dimensional kinematic equations to situations with no acceleration, and positive, or negative constant acceleration.
SP1.b. Analyze and interpret data using created or obtained motion graphs to illustrate the relationships among position, velocity, and acceleration, as functions of time.
SP1.c. Ask questions to compare and contrast scalar and vector quantities.
SP1.d. Analyze and interpret data of two-dimensional motion with constant acceleration.
SP1.d.5. Predict and describe how changes to initial conditions affect the resulting motion.
SP1.d.7. Predict and describe how changes to initial conditions affect the resulting motion.
SP2. Obtain, evaluate, and communicate information about how forces affect the motion of objects.
SP2.a. Construct an explanation based on evidence using Newton’s Laws of how forces affect the acceleration of a body.
SP2.a.1. Explain and predict the motion of a body in absence of a force and when forces are applied using Newton’s 1st Law (principle of inertia).
SP2.c. Use mathematical representations to calculate magnitudes and vector components for typical forces including gravitational force, normal force, friction forces, tension forces, and spring forces.
SP2.d. Plan and carry out an investigation to gather evidence to identify the force or force component responsible for causing an object to move along a circular path.
SP2.d.1. Calculate the magnitude of a centripetal acceleration.
SP3. Obtain, evaluate, and communicate information about the importance of conservation laws for mechanical energy and linear momentum in predicting the behavior of physical systems.
SP3.b. Use mathematics and computational thinking to analyze, evaluate, and apply the principle of conservation of energy and the Work-Kinetic Energy Theorem.
SP3.b.1. Calculate the kinetic energy of an object.
SP4. Obtain, evaluate, and communicate information about the properties and applications of waves.
SP4.a. Develop and use mathematical models to explain mechanical and electromagnetic waves as a propagating disturbance that transfers energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.b. Develop and use models to describe and calculate characteristics related to the interference and diffraction of waves (single and double slits).
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.d. Plan and carry out investigations to characterize the properties and behavior of electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.f. Plan and carry out investigations to identify the behavior of light using lenses.
SP4.g. Plan and carry out investigations to describe changes in diffraction patterns associated with geometry and wavelength for mechanical and electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP5. Obtain, evaluate, and communicate information about electrical and magnetic force interactions.
SP5.d. Plan and carry out an investigation of the relationship between voltage, current, and power for direct current circuits.
GA.SES. Earth Systems
SES1. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth’s place in the solar system.
SES1.a. Construct an explanation of the origins of the solar system from scientific evidence including the composition, distribution and motion of solar system objects.
SES1.b. Ask questions to evaluate evidence for the development and composition of Earth’s early systems, including the geosphere (crust, mantle and core), hydrosphere and atmosphere.
SES1.c. Develop a model of the physical composition of Earth’s layers using multiple types of evidence (e.g., Earth’s magnetic field, composition of meteorites and seismic waves).
SES2. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards.
SES2.a. Construct an explanation based on evidence that describes the mechanisms causing plate tectonic motion.
SES2.b. Develop and use models for the different types of plate tectonic settings (convergent, divergent and transform boundaries).
SES2.c. Construct an explanation that communicates the relationship of geologic features, landforms, Earth materials and geologic hazards to each plate tectonic setting.
SES2.d. Ask questions to compare and contrast the relationship between transformation processes of all rock types (sedimentary, igneous, and metamorphic) and specific plate tectonic settings.
SES2.e. Construct an argument using multiple forms of evidence that supports the theory of plate tectonics (e.g., fossils, paleomagnetism, seafloor age, etc.).
SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.
SES3.a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering.
SES3.c. Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change.
SES3.d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited.
SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth’s past.
SES4.a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count).
SES4.b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form.
SES4.c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth’s history such as mass extinction, major climatic change, and tectonic events.
SES4.d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed.
SES4.e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth’s history from the fossil and rock record of geologically defined areas.
SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth’s systems to produce weather and climate.
SES5.a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally.
OceansWorksheets :4Vocabulary :3 SES5.b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather.
SES5.c. Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography.
OceansWorksheets :4Vocabulary :3 SES5.d. Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth.
SES5.e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events.
SES5.f. Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition.
SES6. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth’s systems.
SES6.a. Construct an argument from evidence that describes how life has responded to major events in Earth’s history (e.g., major climatic change, tectonic events) through extinction, migration, and/or adaptation.
SES6.d. Analyze and interpret data that relates changes in global climate to natural and anthropogenic modification of Earth’s atmosphere and oceans.
GA.SEV. Environmental Science
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.
SEV1.c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
SEV1.e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.
OceansWorksheets :4Vocabulary :3 SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.
SEV2.a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations associated with climate change.
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
SEV4.a. Construct and revise a claim based on evidence on the effects of human activities on natural resources.
OceansWorksheets :4Vocabulary :3 SEV4.b. Design, evaluate, and refine solutions to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
OceansWorksheets :4Vocabulary :3 SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.
SEV5.c. Construct an argument from evidence regarding the ecological effects of human innovations (Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
OceansWorksheets :4Vocabulary :3 SEV5.d. Design and defend a sustainability plan to reduce your individual contribution to environmental impacts, taking into account how market forces and societal demands (including political, legal, social, and economic) influence personal choices.
OceansWorksheets :4Vocabulary :3 GA.SPS. Physical Science
SPS8. Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.
SPS8.a. Plan and carry out an investigation and analyze the motion of an object using mathematical and graphical models.
SPS8.b. Construct an explanation based on experimental evidence to support the claims presented in Newton’s three laws of motion.
SPS8.c. Analyze and interpret data to identify the relationship between mass and gravitational force for falling objects.
SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
SPS9.a. Analyze and interpret data to identify the relationships among wavelength, frequency, and energy in electromagnetic waves and amplitude and energy in mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.b. Ask questions to compare and contrast the characteristics of electromagnetic and mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.c. Develop models based on experimental evidence that illustrate the phenomena of reflection, refraction, interference, and diffraction.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS10. Obtain, evaluate, and communicate information to explain the properties of and relationships between electricity and magnetism.
SPS10.a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance.
SPS10.b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits.
GA.SP. Physics
SP1. Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.
SP1.a. Plan and carry out an investigation of one-dimensional motion to calculate average and instantaneous speed and velocity.
SP1.a.2. Apply one-dimensional kinematic equations to situations with no acceleration, and positive, or negative constant acceleration.
SP1.b. Analyze and interpret data using created or obtained motion graphs to illustrate the relationships among position, velocity, and acceleration, as functions of time.
SP1.c. Ask questions to compare and contrast scalar and vector quantities.
SP1.d. Analyze and interpret data of two-dimensional motion with constant acceleration.
SP1.d.5. Predict and describe how changes to initial conditions affect the resulting motion.
SP1.d.7. Predict and describe how changes to initial conditions affect the resulting motion.
SP2. Obtain, evaluate, and communicate information about how forces affect the motion of objects.
SP2.a. Construct an explanation based on evidence using Newton’s Laws of how forces affect the acceleration of a body.
SP2.a.1. Explain and predict the motion of a body in absence of a force and when forces are applied using Newton’s 1st Law (principle of inertia).
SP2.c. Use mathematical representations to calculate magnitudes and vector components for typical forces including gravitational force, normal force, friction forces, tension forces, and spring forces.
SP2.d. Plan and carry out an investigation to gather evidence to identify the force or force component responsible for causing an object to move along a circular path.
SP2.d.1. Calculate the magnitude of a centripetal acceleration.
SP3. Obtain, evaluate, and communicate information about the importance of conservation laws for mechanical energy and linear momentum in predicting the behavior of physical systems.
SP3.b. Use mathematics and computational thinking to analyze, evaluate, and apply the principle of conservation of energy and the Work-Kinetic Energy Theorem.
SP3.b.1. Calculate the kinetic energy of an object.
SP4. Obtain, evaluate, and communicate information about the properties and applications of waves.
SP4.a. Develop and use mathematical models to explain mechanical and electromagnetic waves as a propagating disturbance that transfers energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.b. Develop and use models to describe and calculate characteristics related to the interference and diffraction of waves (single and double slits).
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.d. Plan and carry out investigations to characterize the properties and behavior of electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.f. Plan and carry out investigations to identify the behavior of light using lenses.
SP4.g. Plan and carry out investigations to describe changes in diffraction patterns associated with geometry and wavelength for mechanical and electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP5. Obtain, evaluate, and communicate information about electrical and magnetic force interactions.
SP5.d. Plan and carry out an investigation of the relationship between voltage, current, and power for direct current circuits.
GA.SES. Earth Systems
SES1. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth’s place in the solar system.
SES1.a. Construct an explanation of the origins of the solar system from scientific evidence including the composition, distribution and motion of solar system objects.
SES1.b. Ask questions to evaluate evidence for the development and composition of Earth’s early systems, including the geosphere (crust, mantle and core), hydrosphere and atmosphere.
SES1.c. Develop a model of the physical composition of Earth’s layers using multiple types of evidence (e.g., Earth’s magnetic field, composition of meteorites and seismic waves).
SES2. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards.
SES2.a. Construct an explanation based on evidence that describes the mechanisms causing plate tectonic motion.
SES2.b. Develop and use models for the different types of plate tectonic settings (convergent, divergent and transform boundaries).
SES2.c. Construct an explanation that communicates the relationship of geologic features, landforms, Earth materials and geologic hazards to each plate tectonic setting.
SES2.d. Ask questions to compare and contrast the relationship between transformation processes of all rock types (sedimentary, igneous, and metamorphic) and specific plate tectonic settings.
SES2.e. Construct an argument using multiple forms of evidence that supports the theory of plate tectonics (e.g., fossils, paleomagnetism, seafloor age, etc.).
SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.
SES3.a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering.
SES3.c. Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change.
SES3.d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited.
SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth’s past.
SES4.a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count).
SES4.b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form.
SES4.c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth’s history such as mass extinction, major climatic change, and tectonic events.
SES4.d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed.
SES4.e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth’s history from the fossil and rock record of geologically defined areas.
SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth’s systems to produce weather and climate.
SES5.a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally.
OceansWorksheets :4Vocabulary :3 SES5.b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather.
SES5.c. Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography.
OceansWorksheets :4Vocabulary :3 SES5.d. Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth.
SES5.e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events.
SES5.f. Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition.
SES6. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth’s systems.
SES6.a. Construct an argument from evidence that describes how life has responded to major events in Earth’s history (e.g., major climatic change, tectonic events) through extinction, migration, and/or adaptation.
SES6.d. Analyze and interpret data that relates changes in global climate to natural and anthropogenic modification of Earth’s atmosphere and oceans.
GA.SEV. Environmental Science
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.
SEV1.c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
SEV1.e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia.
OceansWorksheets :4Vocabulary :3 SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.
SEV2.a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations associated with climate change.
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
SEV4.a. Construct and revise a claim based on evidence on the effects of human activities on natural resources.
OceansWorksheets :4Vocabulary :3 SEV4.b. Design, evaluate, and refine solutions to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
OceansWorksheets :4Vocabulary :3 SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.
SEV5.c. Construct an argument from evidence regarding the ecological effects of human innovations (Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
OceansWorksheets :4Vocabulary :3 SEV5.d. Design and defend a sustainability plan to reduce your individual contribution to environmental impacts, taking into account how market forces and societal demands (including political, legal, social, and economic) influence personal choices.
OceansWorksheets :4Vocabulary :3 GA.SPS. Physical Science
SPS8. Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.
SPS8.a. Plan and carry out an investigation and analyze the motion of an object using mathematical and graphical models.
SPS8.b. Construct an explanation based on experimental evidence to support the claims presented in Newton’s three laws of motion.
SPS8.c. Analyze and interpret data to identify the relationship between mass and gravitational force for falling objects.
SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
SPS9.a. Analyze and interpret data to identify the relationships among wavelength, frequency, and energy in electromagnetic waves and amplitude and energy in mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.b. Ask questions to compare and contrast the characteristics of electromagnetic and mechanical waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS9.c. Develop models based on experimental evidence that illustrate the phenomena of reflection, refraction, interference, and diffraction.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SPS10. Obtain, evaluate, and communicate information to explain the properties of and relationships between electricity and magnetism.
SPS10.a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance.
SPS10.b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits.
GA.SP. Physics
SP1. Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.
SP1.a. Plan and carry out an investigation of one-dimensional motion to calculate average and instantaneous speed and velocity.
SP1.a.2. Apply one-dimensional kinematic equations to situations with no acceleration, and positive, or negative constant acceleration.
SP1.b. Analyze and interpret data using created or obtained motion graphs to illustrate the relationships among position, velocity, and acceleration, as functions of time.
SP1.c. Ask questions to compare and contrast scalar and vector quantities.
SP1.d. Analyze and interpret data of two-dimensional motion with constant acceleration.
SP1.d.5. Predict and describe how changes to initial conditions affect the resulting motion.
SP1.d.7. Predict and describe how changes to initial conditions affect the resulting motion.
SP2. Obtain, evaluate, and communicate information about how forces affect the motion of objects.
SP2.a. Construct an explanation based on evidence using Newton’s Laws of how forces affect the acceleration of a body.
SP2.a.1. Explain and predict the motion of a body in absence of a force and when forces are applied using Newton’s 1st Law (principle of inertia).
SP2.c. Use mathematical representations to calculate magnitudes and vector components for typical forces including gravitational force, normal force, friction forces, tension forces, and spring forces.
SP2.d. Plan and carry out an investigation to gather evidence to identify the force or force component responsible for causing an object to move along a circular path.
SP2.d.1. Calculate the magnitude of a centripetal acceleration.
SP3. Obtain, evaluate, and communicate information about the importance of conservation laws for mechanical energy and linear momentum in predicting the behavior of physical systems.
SP3.b. Use mathematics and computational thinking to analyze, evaluate, and apply the principle of conservation of energy and the Work-Kinetic Energy Theorem.
SP3.b.1. Calculate the kinetic energy of an object.
SP4. Obtain, evaluate, and communicate information about the properties and applications of waves.
SP4.a. Develop and use mathematical models to explain mechanical and electromagnetic waves as a propagating disturbance that transfers energy.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.b. Develop and use models to describe and calculate characteristics related to the interference and diffraction of waves (single and double slits).
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.d. Plan and carry out investigations to characterize the properties and behavior of electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP4.f. Plan and carry out investigations to identify the behavior of light using lenses.
SP4.g. Plan and carry out investigations to describe changes in diffraction patterns associated with geometry and wavelength for mechanical and electromagnetic waves.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4 SP5. Obtain, evaluate, and communicate information about electrical and magnetic force interactions.
SP5.d. Plan and carry out an investigation of the relationship between voltage, current, and power for direct current circuits.
Standards
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