Maryland College and Career-Ready Standards for High School Biology

Cell structure and function
Match 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 Sets: 5
Chromosomes, Genes and DNA
Chromosomes 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
DNA technology/genetic engineering
This 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 Sets: 3
Food Chains and Food Webs
Biological 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
Genetics and heredity II
By 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
Human biology I
Worksheets: 4Vocabulary Sets: 7
Human biology II
Worksheets: 3Vocabulary Sets: 7
Introduction to animals
Worksheets: 4Vocabulary Sets: 3
Introduction to cells
All 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
Introduction to plants
Which 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 Sets: 5
Invertebrates I
Worksheets: 3Vocabulary Sets: 3
Invertebrates II
Worksheets: 3Vocabulary Sets: 3
Meiosis
Worksheets: 3Vocabulary Sets: 3
Microorganisms I
Worksheets: 4Vocabulary Sets: 5
Microorganisms II
Worksheets: 3Vocabulary Sets: 5
Mitosis
Structures 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
Plant structure and function
Plants 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
Pond Microlife
Worksheets: 3Vocabulary Sets: 4
The Study of Heredity
Worksheets: 2Vocabulary Sets: 3
Vertebrates I
Worksheets: 3Vocabulary Sets: 3
Vertebrates II
Worksheets: 3Vocabulary Sets: 3

MD.1. Skills And Processes: The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.

1.2. The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

1.2.5. The student will select appropriate instruments and materials to conduct an investigation.
The science of biology
The 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
The Science of Chemistry
Worksheets :3
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.2.6. The student will identify appropriate methods for conducting an investigation (independent and dependent variables, proper controls, repeat trials, appropriate sample size, etc.).
The science of biology
The 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

1.3. The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

1.3.1. The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques. (NTB)
The science of biology
The 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
The Science of Chemistry
Worksheets :3
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.2. The student will recognize safe laboratory procedures.
The science of biology
The 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
Lab investigations/scientific method
Worksheets :3
The Science of Chemistry
Worksheets :3
Lab Investigations/Scientific Method
Worksheets :3
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.3. The student will demonstrate safe handling of the chemicals and materials of science. (NTB)
The science of biology
The 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
Lab investigations/scientific method
Worksheets :3
The Science of Chemistry
Worksheets :3
Lab Investigations/Scientific Method
Worksheets :3
The Science of Physics
Worksheets :4
1.3.4. The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction. (NTB)
The science of biology
The 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
The Science of Chemistry
Worksheets :3
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

1.4. The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

1.4.5. The student will check graphs to determine that they do not misrepresent results.

1.5. The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.

1.5.7. The student will use, explain, and/or construct various classification systems.
Evolution and classification
Categorize 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

MD.2. Concepts Of Earth/Space Science: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain the physical behavior of the environment, Earth, and the universe.

2.1. The student will identify and describe techniques used to investigate the universe and Earth.

2.1.2. The student will describe the purpose and advantage of current tools, delivery systems and techniques used to study the atmosphere, land and water on Earth.

2.2. The student will describe and apply the concept of natural forces and apply them to the study of Earth/Space Science.

2.2.1. The student will explain the role of forces in the formation and operation of the universe.
2.2.2. The student will explain the role and interaction of revolution, rotation and gravity on the Sun-Earth-Moon system.

2.3. The student will explain how the transfer of energy and matter affect Earth systems.

2.3.2. The student will explain how global conditions are affected when natural and human-induced change alter the transfer of energy and matter.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

2.4. The student will analyze the dynamic nature of the geosphere.

2.4.1. The student will compare the origin and structure of igneous, metamorphic and sedimentary rocks.
The Rock Cycle
Worksheets :4Vocabulary :3
Rocks I
Worksheets :3Vocabulary :3
Rocks II
Worksheets :3Vocabulary :3
2.4.2. The student will explain how the transfer of energy drives the rock cycle.
The Rock Cycle
Worksheets :4Vocabulary :3
2.4.3. The student will explain changes in Earth's surface using plate tectonics.

2.5. The student will investigate methods that geologists use to determine the history of Earth.

2.5.1. The student will apply geologic principles used to date Earth's geologic and biologic events.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
2.5.2. The student will compare events in Earth's history that have been grouped according to similarities.

MD.3. Concepts Of Biology: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) and major biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with the environment, and the continuation of life on earth.

3.1. The student will be able to explain the correlation between the structure and function of biologically important molecules and their relationship to cell processes.

3.1.1. The student will be able to describe the unique characteristics of chemical substances and macromolecules utilized by living systems.
Cell processes
FreeCellular 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
Cell Reproduction
The 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

3.3. The student will analyze how traits are inherited and passed on from one generation to another.

3.3.1. The student will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring.
Cell Reproduction
The 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
3.3.2. The student will illustrate and explain how expressed traits are passed from parent to offspring.
Genetics and heredity I
How 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
3.3.3. The student will explain how a genetic trait is determined by the code in a DNA molecule.
Cell Reproduction
The 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
Genetics and heredity I
How 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
3.3.4. The student will interpret how the effects of DNA alteration can be beneficial or harmful to the individual, society, and/or the environment.
Nucleic acids and protein synthesis
The 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

3.4. The student will explain the mechanism of evolutionary change.

3.4.1. The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population.
Nucleic acids and protein synthesis
The 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

3.5. The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.

3.5.4. The student will illustrate how all organisms are part of and depend on two major global food webs that are positively or negatively influenced by human activity and technology.
Ecology I
Match 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 II
Match 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

MD.4. Concepts Of Chemistry: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain composition and interactions of matter in the world in which we live.

4.1. The student will explain that atoms have structure and this structure serves as the basis for the properties of elements and the bonds that they form.

4.1.1. The student will analyze the structure of the atom and describe the characteristics of the particles found there.
Atomic Structure - Set I
Worksheets :3
Atomic Structure - Set II
Worksheets :3
Magnetism
Worksheets :3
Atomic and Nuclear Physics
FreeWorksheets :4
4.1.2. The student will demonstrate that the arrangement and number of electrons and the properties of elements repeat in a periodic manner illustrated by their arrangement in the periodic table.
Elements - Set I
Worksheets :3
Elements - Set II
Worksheets :3
4.1.3. The student will explain how atoms interact with other atoms through the transfer and sharing of electrons in the formation of chemical bonds.

4.2. The student will explain how the properties of compounds are related to the arrangement and type of atoms they contain.

4.2.2. The student will explain why organic compounds are so numerous and diverse.
Organic Chemistry
Worksheets :3
4.2.4. The student will differentiate among acids, bases, and salts based on their properties.
Acids, Bases and Salts
FreeWorksheets :3Vocabulary :1

4.3. The student will apply the basic concepts of thermodynamics (thermochemistry) to phases of matter and phase and chemical changes.

4.3.1. The student will explain that thermal energy in a material consists of the ordered and disordered motions of its colliding particles.
States of Matter
Worksheets :3
Thermodynamics
Worksheets :4
4.3.2. The student will describe observed changes in pressure, volume, or temperature of a sample in terms of macroscopic changes and the behavior of particles.
States of Matter
Worksheets :3
Thermodynamics
Worksheets :4
4.3.3. The student will explain why the interactions among particles involve a change in the energy system.
States of Matter
Worksheets :3
Thermodynamics
Worksheets :4

4.4. The student will explain how and why substances are represented by formulas.

4.4.1. The student will illustrate that substances can be represented by formulas.
4.4.2. The student will show that chemical reactions can be represented by symbolic or word equations that specify all reactants and products involved.
Chemical Reactions
Worksheets :3
4.4.3. The student will use mole relationships.
The Mole
Worksheets :3

4.5. The student will explain that matter undergoes transformations, resulting in products that are different from the reactants.

4.5.1. The student will describe the general types of chemical reactions.
4.5.2. The student will balance simple equations (not to include redox reactions).
Chemical Equations
Worksheets :3
4.5.3. The student will demonstrate that adjusting quantities of reactants may affect the amounts of products formed.
Chemical Equations
Worksheets :3
4.5.4. The student will recognize that chemical reactions occur at different speeds.
Chemical Reactions
Worksheets :3

MD.5. Concepts Of Physics: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain interactions which occur between matter and energy.

5.1. The student will know and apply the laws of mechanics to explain the behavior of the physical world.

5.1.2. The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object's motion.
5.1.3. The student will analyze and explain how Newton's Laws describe changes in an object's motion.
Laws of Motion - Set I
Worksheets :4
Laws of Motion - Set II
Worksheets :3
Forces - Set I
Worksheets :4
Forces - Set II
Worksheets :3
Momentum and Collisions
Worksheets :3
Properties of Matter
Worksheets :4
5.1.4. The student will analyze the behavior of forces.

5.2. The student will know and apply the laws of electricity and magnetism and explain their significant role in nature and technology.

5.2.2. The student will describe the sources and effects of electric and magnetic fields.
Magnetism
Worksheets :3
Electromagnetism
The production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3

5.3. The student will recognize and relate the laws of thermodynamics to practical applications.

5.3.1. The student will relate thermodynamics to the balance of energy in a system.
Thermodynamics
Worksheets :4

5.4. The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena.

5.4.2. The student will describe wave characteristics using both diagrams and calculations.
Vibrations and Waves
Vibration 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

5.5. The student will investigate certain topics in modern physics.

5.5.2. The student will qualitatively explain the processes associated with nuclear energy and its applications.
Nuclear Chemistry
Worksheets :3

MD.6. Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

6.1. The student will explain how matter and energy move through the biosphere (lithosphere, hydrosphere, atmosphere and organisms).

6.1.1. The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways (At least - nitrogen cycle; carbon cycle; phosphorus cycle (rock/mineral); hydrologic cycle).
Ecology I
Match 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 II
Match 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
Weather I
Worksheets :4Vocabulary :3
6.1.2. The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth (At least - differential heating and cooling; oceanic and atmospheric circulation patterns; climates and microclimates; biomes).
Ecology I
Match 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 II
Match 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
Oceans
Worksheets :4Vocabulary :3

6.2. The student will investigate the interdependence of organisms within their biotic environment.

6.2.1. The student will explain how organisms are linked by the transfer and transformation of matter and energy at the ecosystem level (At least - Photosynthesis/respiration; Producers, consumers, decomposers; Trophic levels; Pyramid of energy/pyramid of biomass).
Cell processes
FreeCellular 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 respiration
Photosynthesis 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
Ecology I
Match 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 II
Match 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
6.2.2. The student will explain why interrelationships & interdependencies of organisms contribute to the dynamics of ecosystems (At least - Interspecific and intraspecific competition; Niche; Cycling of materials among organisms; Equilibrium/cyclic fluctuations; Dynamics of disturbance and recovery; Succession: aquatic and terrestrial).
Evolution and classification
Categorize 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
Ecology I
Match 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 II
Match 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
6.2.4. The student will provide examples and evidence showing that natural selection leads to organisms that are well suited for survival in particular environments (At least - coevolutionary relationships, e.g. symbiotic relationships; variation within a species increases survival potential; natural selection provides a mechanism for evolution; adaptations of organisms within biomes).
Evolution and classification
Categorize 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

6.3. The student will analyze the relationships between humans and the earth's resources.

6.3.1. The student will evaluate the interrelationship between humans and air quality (At least - ozone; greenhouse gases; volatile organic compounds (smog); acid rain; indoor air; human health).
The Atmosphere
Worksheets :3Vocabulary :3
6.3.2. The student will evaluate the interrelationship between humans and water quality and quantity (At least - fresh water supply; point source/nonpoint source pollution; waste water treatment; thermal pollution; Chesapeake Bay and its watershed; eutrophication; human health).
Oceans
Worksheets :4Vocabulary :3

MD.RST. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

RST4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RST.9-10.4. Determine the meaning of symbols, key terms, and other domain specific-words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Integration of Knowledge and Ideas

RST7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or a chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Chemical Reactions
Worksheets :3
Thermodynamics
Worksheets :4

MD.1. Skills And Processes: The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.

1.2. The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

1.2.5. The student will select appropriate instruments and materials to conduct an investigation.
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

1.3. The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

1.3.1. The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques. (NTB)
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.2. The student will recognize safe laboratory procedures.
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.3. The student will demonstrate safe handling of the chemicals and materials of science. (NTB)
1.3.4. The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction. (NTB)
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

1.4. The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

1.4.5. The student will check graphs to determine that they do not misrepresent results.

MD.2. Concepts Of Earth/Space Science: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain the physical behavior of the environment, Earth, and the universe.

2.1. The student will identify and describe techniques used to investigate the universe and Earth.

2.1.2. The student will describe the purpose and advantage of current tools, delivery systems and techniques used to study the atmosphere, land and water on Earth.
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

2.2. The student will describe and apply the concept of natural forces and apply them to the study of Earth/Space Science.

2.2.1. The student will explain the role of forces in the formation and operation of the universe.
2.2.2. The student will explain the role and interaction of revolution, rotation and gravity on the Sun-Earth-Moon system.

2.3. The student will explain how the transfer of energy and matter affect Earth systems.

2.3.2. The student will explain how global conditions are affected when natural and human-induced change alter the transfer of energy and matter.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

2.4. The student will analyze the dynamic nature of the geosphere.

2.4.1. The student will compare the origin and structure of igneous, metamorphic and sedimentary rocks.
The Rock Cycle
Worksheets :4Vocabulary :3
Rocks I
Worksheets :3Vocabulary :3
Rocks II
Worksheets :3Vocabulary :3
2.4.2. The student will explain how the transfer of energy drives the rock cycle.
The Rock Cycle
Worksheets :4Vocabulary :3
2.4.3. The student will explain changes in Earth's surface using plate tectonics.

2.5. The student will investigate methods that geologists use to determine the history of Earth.

2.5.1. The student will apply geologic principles used to date Earth's geologic and biologic events.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
2.5.2. The student will compare events in Earth's history that have been grouped according to similarities.

MD.5. Concepts Of Physics: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain interactions which occur between matter and energy.

5.1. The student will know and apply the laws of mechanics to explain the behavior of the physical world.

5.1.2. The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object's motion.
5.1.3. The student will analyze and explain how Newton's Laws describe changes in an object's motion.
Laws of Motion - Set II
Worksheets :3
Forces - Set I
Worksheets :4
5.1.4. The student will analyze the behavior of forces.

5.4. The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena.

5.4.2. The student will describe wave characteristics using both diagrams and calculations.
Vibrations and Waves
Vibration 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

MD.6. Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

6.1. The student will explain how matter and energy move through the biosphere (lithosphere, hydrosphere, atmosphere and organisms).

6.1.1. The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways (At least - nitrogen cycle; carbon cycle; phosphorus cycle (rock/mineral); hydrologic cycle).
Weather I
Worksheets :4Vocabulary :3
6.1.2. The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth (At least - differential heating and cooling; oceanic and atmospheric circulation patterns; climates and microclimates; biomes).
Oceans
Worksheets :4Vocabulary :3

6.3. The student will analyze the relationships between humans and the earth's resources.

6.3.1. The student will evaluate the interrelationship between humans and air quality (At least - ozone; greenhouse gases; volatile organic compounds (smog); acid rain; indoor air; human health).
The Atmosphere
Worksheets :3Vocabulary :3
6.3.2. The student will evaluate the interrelationship between humans and water quality and quantity (At least - fresh water supply; point source/nonpoint source pollution; waste water treatment; thermal pollution; Chesapeake Bay and its watershed; eutrophication; human health).
Oceans
Worksheets :4Vocabulary :3

MD.1. Skills And Processes: The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.

1.2. The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

1.2.5. The student will select appropriate instruments and materials to conduct an investigation.
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

1.3. The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

1.3.1. The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques. (NTB)
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.2. The student will recognize safe laboratory procedures.
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.3. The student will demonstrate safe handling of the chemicals and materials of science. (NTB)
1.3.4. The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction. (NTB)
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

1.4. The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

1.4.5. The student will check graphs to determine that they do not misrepresent results.

MD.2. Concepts Of Earth/Space Science: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain the physical behavior of the environment, Earth, and the universe.

2.1. The student will identify and describe techniques used to investigate the universe and Earth.

2.1.2. The student will describe the purpose and advantage of current tools, delivery systems and techniques used to study the atmosphere, land and water on Earth.
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

2.2. The student will describe and apply the concept of natural forces and apply them to the study of Earth/Space Science.

2.2.1. The student will explain the role of forces in the formation and operation of the universe.
2.2.2. The student will explain the role and interaction of revolution, rotation and gravity on the Sun-Earth-Moon system.

2.3. The student will explain how the transfer of energy and matter affect Earth systems.

2.3.2. The student will explain how global conditions are affected when natural and human-induced change alter the transfer of energy and matter.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

2.4. The student will analyze the dynamic nature of the geosphere.

2.4.1. The student will compare the origin and structure of igneous, metamorphic and sedimentary rocks.
The Rock Cycle
Worksheets :4Vocabulary :3
Rocks I
Worksheets :3Vocabulary :3
Rocks II
Worksheets :3Vocabulary :3
2.4.2. The student will explain how the transfer of energy drives the rock cycle.
The Rock Cycle
Worksheets :4Vocabulary :3
2.4.3. The student will explain changes in Earth's surface using plate tectonics.

2.5. The student will investigate methods that geologists use to determine the history of Earth.

2.5.1. The student will apply geologic principles used to date Earth's geologic and biologic events.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
2.5.2. The student will compare events in Earth's history that have been grouped according to similarities.

MD.4. Concepts Of Chemistry: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain composition and interactions of matter in the world in which we live.

4.4. The student will explain how and why substances are represented by formulas.

4.4.1. The student will illustrate that substances can be represented by formulas.

MD.5. Concepts Of Physics: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain interactions which occur between matter and energy.

5.1. The student will know and apply the laws of mechanics to explain the behavior of the physical world.

5.1.2. The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object's motion.
5.1.3. The student will analyze and explain how Newton's Laws describe changes in an object's motion.
Laws of Motion - Set II
Worksheets :3
Forces - Set I
Worksheets :4
5.1.4. The student will analyze the behavior of forces.

5.4. The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena.

5.4.2. The student will describe wave characteristics using both diagrams and calculations.
Vibrations and Waves
Vibration 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

MD.6. Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

6.1. The student will explain how matter and energy move through the biosphere (lithosphere, hydrosphere, atmosphere and organisms).

6.1.1. The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways (At least - nitrogen cycle; carbon cycle; phosphorus cycle (rock/mineral); hydrologic cycle).
Weather I
Worksheets :4Vocabulary :3
6.1.2. The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth (At least - differential heating and cooling; oceanic and atmospheric circulation patterns; climates and microclimates; biomes).
Oceans
Worksheets :4Vocabulary :3

6.3. The student will analyze the relationships between humans and the earth's resources.

6.3.1. The student will evaluate the interrelationship between humans and air quality (At least - ozone; greenhouse gases; volatile organic compounds (smog); acid rain; indoor air; human health).
The Atmosphere
Worksheets :3Vocabulary :3
6.3.2. The student will evaluate the interrelationship between humans and water quality and quantity (At least - fresh water supply; point source/nonpoint source pollution; waste water treatment; thermal pollution; Chesapeake Bay and its watershed; eutrophication; human health).
Oceans
Worksheets :4Vocabulary :3

MD.RST. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

WHST4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

MD.1. Skills And Processes: The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.

1.2. The student will pose scientific questions and suggest investigative approaches to provide answers to questions.

1.2.5. The student will select appropriate instruments and materials to conduct an investigation.
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

1.3. The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.

1.3.1. The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques. (NTB)
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.2. The student will recognize safe laboratory procedures.
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3
1.3.3. The student will demonstrate safe handling of the chemicals and materials of science. (NTB)
1.3.4. The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction. (NTB)
The Science of Physics
Worksheets :4
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

1.4. The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.

1.4.5. The student will check graphs to determine that they do not misrepresent results.

MD.2. Concepts Of Earth/Space Science: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain the physical behavior of the environment, Earth, and the universe.

2.1. The student will identify and describe techniques used to investigate the universe and Earth.

2.1.2. The student will describe the purpose and advantage of current tools, delivery systems and techniques used to study the atmosphere, land and water on Earth.
Lab Investigations
Worksheets :3
Lab investigations
Worksheets :3

2.2. The student will describe and apply the concept of natural forces and apply them to the study of Earth/Space Science.

2.2.1. The student will explain the role of forces in the formation and operation of the universe.
2.2.2. The student will explain the role and interaction of revolution, rotation and gravity on the Sun-Earth-Moon system.

2.3. The student will explain how the transfer of energy and matter affect Earth systems.

2.3.2. The student will explain how global conditions are affected when natural and human-induced change alter the transfer of energy and matter.
Oceans
Worksheets :4Vocabulary :3
The Atmosphere
Worksheets :3Vocabulary :3

2.4. The student will analyze the dynamic nature of the geosphere.

2.4.1. The student will compare the origin and structure of igneous, metamorphic and sedimentary rocks.
The Rock Cycle
Worksheets :4Vocabulary :3
Rocks I
Worksheets :3Vocabulary :3
Rocks II
Worksheets :3Vocabulary :3
2.4.2. The student will explain how the transfer of energy drives the rock cycle.
The Rock Cycle
Worksheets :4Vocabulary :3
2.4.3. The student will explain changes in Earth's surface using plate tectonics.

2.5. The student will investigate methods that geologists use to determine the history of Earth.

2.5.1. The student will apply geologic principles used to date Earth's geologic and biologic events.
Fossils I
Worksheets :4
Fossils II
Worksheets :3
2.5.2. The student will compare events in Earth's history that have been grouped according to similarities.

MD.5. Concepts Of Physics: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain interactions which occur between matter and energy.

5.1. The student will know and apply the laws of mechanics to explain the behavior of the physical world.

5.1.2. The student will use algebraic and geometric concepts to qualitatively and quantitatively describe an object's motion.
5.1.3. The student will analyze and explain how Newton's Laws describe changes in an object's motion.
Laws of Motion - Set II
Worksheets :3
Forces - Set I
Worksheets :4
5.1.4. The student will analyze the behavior of forces.

5.4. The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena.

5.4.2. The student will describe wave characteristics using both diagrams and calculations.
Vibrations and Waves
Vibration 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

MD.6. Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning Goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

6.1. The student will explain how matter and energy move through the biosphere (lithosphere, hydrosphere, atmosphere and organisms).

6.1.1. The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways (At least - nitrogen cycle; carbon cycle; phosphorus cycle (rock/mineral); hydrologic cycle).
Weather I
Worksheets :4Vocabulary :3
6.1.2. The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth (At least - differential heating and cooling; oceanic and atmospheric circulation patterns; climates and microclimates; biomes).
Oceans
Worksheets :4Vocabulary :3

6.3. The student will analyze the relationships between humans and the earth's resources.

6.3.1. The student will evaluate the interrelationship between humans and air quality (At least - ozone; greenhouse gases; volatile organic compounds (smog); acid rain; indoor air; human health).
The Atmosphere
Worksheets :3Vocabulary :3
6.3.2. The student will evaluate the interrelationship between humans and water quality and quantity (At least - fresh water supply; point source/nonpoint source pollution; waste water treatment; thermal pollution; Chesapeake Bay and its watershed; eutrophication; human health).
Oceans
Worksheets :4Vocabulary :3
Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

Alabama Courses of StudyAlaska Content and Performance StandardsArizona's College and Career Ready StandardsArkansas Curriculum FrameworksCalifornia Content StandardsColorado Academic Standards (CAS)Common Core State StandardsConnecticut Core StandardsDelaware Standards and InstructionFlorida StandardsGeorgia Standards of ExcellenceHawaii Content and Performance StandardsIdaho Content StandardsIllinois Learning StandardsIndiana Academic StandardsIowa CoreKansas Academic StandardsKentucky Academic StandardsLouisiana Academic StandardsMaine Learning ResultsMaryland College and Career-Ready StandardsMaryland StandardsMassachusetts Curriculum FrameworksMichigan Academic StandardsMinnesota Academic StandardsMississippi College & Career Readiness StandardsMissouri Learning StandardsMontana Content StandardsNational STEM StandardsNebraska Core Academic Content StandardsNevada Academic Content StandardsNew Hampshire College and Career Ready StandardsNew Jersey Common Core StandardsNew Jersey Student Learning StandardsNew Mexico Content StandardsNew York State Learning Standards and Core CurriculumNext Generation Science Standards (NGSS Comprehensive)North Carolina Standard Course of StudyNorth Dakota Academic Content StandardsOhio Learning StandardsOklahoma Academic StandardsOregon Academic Content StandardsPennsylvania Core and Academic StandardsRhode Island World-Class StandardsSouth Carolina Standards & LearningSouth Dakota Content StandardsTennessee Academic StandardsTexas Assessments of Academic Readiness (STAAR)Texas Essential Knowledge and Skills (TEKS)U.S. National StandardsUtah Core StandardsVermont Framework of Standards and LearningVirgin Islands Common Core StandardsVirginia Standards of LearningWashington DC Academic StandardsWashington State K–12 Learning Standards and GuidelinesWest Virginia College and Career Readiness StandardsWisconsin Academic StandardsWyoming Content and Performance Standards