Alaska Content and Performance Standards for High School Chemistry

Acids, Bases and Salts
FreeWorksheets: 3Vocabulary Sets: 1
Atoms and Chemical Bonding
Worksheets: 3Vocabulary Sets: 2
Chemical Compounds - Set I
Worksheets: 3
Chemical Compounds - Set II
Worksheets: 3
Chemical Equations
Worksheets: 3
Chemical Reactions
Worksheets: 3Vocabulary Sets: 3
Elements and the periodic table
Worksheets: 3Vocabulary Sets: 3
Gases
Worksheets: 3
Lab Investigations/Scientific Method
Worksheets: 3
Matter and Energy
Worksheets: 3
Mixtures and Compounds
Worksheets: 3
Oxidation, Reduction and Electrochemistry
Worksheets: 3
Properties and States of Matter
Worksheets: 4Vocabulary Sets: 3
Solutions
Worksheets: 3
The Mole
Worksheets: 3
The Science of Chemistry
Worksheets: 3

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[9] SB1.1. The student demonstrates an understanding of the structure and properties of matter by describing atoms and their base components (i.e., protons, neutrons, electrons).

Atomic Structure - Set I
Worksheets :3
Atomic Structure - Set II
Worksheets :3
Magnetism
Worksheets :3
Atomic and Nuclear Physics
FreeWorksheets :4

[9] SB2.2. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by recognizing simple electrical circuits.

Electric Circuits
Worksheets :4

[9] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that a chemical reaction has taken place.

[9] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by explaining that in chemical and nuclear reactions, energy (e.g., heat, light, mechanical, and electrical) is transferred into and out of a system.

[9] SB3.3. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by recognizing that atoms emit and absorb electromagnetic radiation.

[9] SB4.3. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by describing the interactions of waves (i.e., reflection, refraction, wave addition).

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

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[9] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by recognizing that all organisms have chromosomes made of DNA and that DNA determines traits.

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
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

[9] SC1.2. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by using probabilities to recognize patterns of inheritance (e.g., Punnett Squares).

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

[9] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing and comparing the characteristics of phyla/divisions from each kingdom.

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

[9] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by stating the function of major physiological systems (i.e., circulatory, excretory, digestive, respiratory, reproductive, nervous, immune, endocrine, musculoskeletal, and integumentary).

Human biology I
Worksheets :4Vocabulary :7
Human biology II
Worksheets :3Vocabulary :7

[9] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by describing the carbon and nitrogen cycle within an ecosystem and how the continual input of energy from sunlight keeps the process going. (L)

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

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[9] SD1.1. The student demonstrates an understanding of geochemical cycles by using a model to demonstrate the rock cycle. (L)

The Rock Cycle
Worksheets :4Vocabulary :3

[9] SD1.2. The student demonstrates an understanding of geochemical cycles by applying knowledge of the water cycle to explain changes in the Earth's surface.

Weathering and Erosion
Worksheets :3Vocabulary :3
Weather I
Worksheets :4Vocabulary :3

[9] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3

[9] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.

[9] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing that a star changes over time.

[9] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by explaining that the position of stars changes in the expanding universe.

[9] SD4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by identifying the Big Bang Theory.

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

States of Matter
Worksheets :3

SB2. Develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one place or system to another, may be unavailable for use, and is ultimately conserved.

States of Matter
Worksheets :3

SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:

SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.

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
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

SC2. Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms.

Vertebrates II
Worksheets :3Vocabulary :3

SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

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

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

Weather I
Worksheets :4Vocabulary :3

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

AK.RST.9-10. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

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

RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual from (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Thermodynamics
Worksheets :4

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[10] SB1.1. The student demonstrates an understanding of the structure and properties of matter by using the periodic table to describe atoms in terms of their base components (i.e., protons, neutrons, electrons).

Atomic Structure - Set I
Worksheets :3
Atomic Structure - Set II
Worksheets :3
Magnetism
Worksheets :3
Atomic and Nuclear Physics
FreeWorksheets :4

[10] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by examining energy (i.e., nuclear, electromagnetic, chemical, mechanical, thermal) transfers, transformations, and efficiencies by comparing useful energy to total energy.

States of Matter
Worksheets :3

[10] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by describing the behavior of electrons in chemical bonding.

[10] SB3.3. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by comparing the relative wavelengths and applications of different forms of electromagnetic radiation (i.e., x-ray, visible, infrared, microwaves, radio).

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

[10] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by explaining that different kinds of materials respond to electric and magnetic forces (i.e., conductors, insulators, magnetic and non-magnetic materials).

Modern Electronics
Worksheets :3

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[10] SC1.2. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by explaining how the processes of natural selection can cause speciation and extinction.

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

[10] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the structure-function relationship (e.g., joints, lungs).

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 :2
Introduction to animals
Classification - 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
Invertebrates I
Worksheets :3Vocabulary :3
Invertebrates II
Worksheets :3Vocabulary :3
Vertebrates I
Worksheets :3Vocabulary :3

[10] SC2.2. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining that cells have specialized structures in which chemical reactions occur.

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 :5

[10] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by explaining the functions of organs of major systems (i.e., respiratory, digestive, circulatory, reproductive, nervous, musculoskeletal, and excretory).

Human biology I
Worksheets :4Vocabulary :7
Human biology II
Worksheets :3Vocabulary :7

[10] SC2.4. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by tracing the pathways of the digestive, circulatory, and excretory systems.

Human biology I
Worksheets :4Vocabulary :7
Human biology II
Worksheets :3Vocabulary :7

[10] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by relating the carbon cycle to global climate change.

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

[10] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by exploring ecological relationships (e.g., competition, niche, feeding relationships, symbiosis). (L)

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

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[10] SD1.1. The student demonstrates an understanding of geochemical cycles by using a model to explain the processes (i.e., formation, sedimentation, erosion, reformation) of the rock cycle.

The Rock Cycle
Worksheets :4Vocabulary :3

[10] SD1.2. The student demonstrates an understanding of geochemical cycles by describing their interrelationships (i.e., water cycle, carbon cycle, oxygen cycle).

Weather I
Worksheets :4Vocabulary :3

[10] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3

[10] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.

[10] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by describing causes, effects, preventions, and mitigations of human impact on climate.

[10] SD 4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by recognizing phenomena in the universe (i.e., black holes, nebula)

[10] SD 4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by explaining that the position of stars changes in the expanding universe.

[10] SD 4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing the Big Bang Theory.

AK.G1. History and Nature of Science (SG1, SG2,SG3, SG4)

[10] SG2.1. The student demonstrates an understanding of the bases of the advancement of scientific knowledge by using an account of an event to recognize the processes of science used by historically significant scientists (e.g., Goodall, Watson & Crick, Newton).

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 :4
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
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

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:

SC1. Develop an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution.

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

SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

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

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

Weather I
Worksheets :4Vocabulary :3

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG1. Develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge.

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 :4

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[11] SB1.1. The student demonstrates an understanding of the structure and properties of matter by predicting the properties of an element (i.e., reactivity, metal, non-metal) using the periodic table and verifying the predictions through experimentation. (L)

[11] SB2.1. The student demonstrates an understanding of how energy can be transformed, transferred, and conserved by demonstrating energy (e.g., nuclear, electromagnetic, chemical, mechanical, thermal) transfers and transformations by comparing useful energy to total energy (entropy). (L)

Thermodynamics
Worksheets :4

[11] SB3.1. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by predicting how an atom can interact with other atoms based on its electron configuration and verifying the results. (L)

[11] SB3.2. The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by researching applications of nuclear reactions in which a small amount of matter is converted directly into a huge amount of energy (i.e., E=MC2). (L)

Nuclear Chemistry
Worksheets :3

[11] SB4.2. The student demonstrates an understanding of motions, forces, their characteristics, relationships, and effects by conducting an experiment to explore the relationship between magnetic forces and electric forces to show that they can be thought of as different aspects of a single electromagnetic force (e.g., generators and motors). (L)

Electromagnetism
The production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[11] SC1.1. The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by relating the structure of DNA to characteristics of an organism.

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

[11] SC2.1. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the structure-function relationship

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 :2
Introduction to animals
Classification - 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
Invertebrates I
Worksheets :3Vocabulary :3
Invertebrates II
Worksheets :3Vocabulary :3
Vertebrates I
Worksheets :3Vocabulary :3

[11] SC2.3. The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by describing the functions and interdependencies of the organs within the immune system and within the endocrine system.

Human biology I
Worksheets :4Vocabulary :7
Human biology II
Worksheets :3Vocabulary :7

[11] SC3.1. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by relating the carbon cycle to global climate change.

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

[11] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

Oceans
Worksheets :4Vocabulary :3

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[11] SD1.1. The student demonstrates an understanding of geochemical cycles by creating a model to demonstrate the rock cycle. (L)

The Rock Cycle
Worksheets :4Vocabulary :3

[11] SD1.2. The student demonstrates an understanding of geochemical cycles by integrating knowledge of the water cycle and biogeochemical cycling to explain changes in the Earth's surface. (L)

The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3
Weather I
Worksheets :4Vocabulary :3

[11] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3

[11] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.

[11] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by describing causes, effects, preventions, and mitigations of human impact on climate.

[11] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing phenomena in the universe (i.e., black holes, nebula)

[11] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by using evidence to explain how the position of stars changes in the expanding universe.

[11] SD4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing the Big Bang Theory and exploring the evidence that supports it. (L)

AK.G1. History and Nature of Science (SG1, SG2,SG3, SG4)

[11] SG3.1. The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by investigating instances when scientists' observations were not in accord with prevailing ideas of the time. (L)

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB3. Develop an understanding of the interactions between matter and energy, including physical, chemical, and nuclear changes, and the effects of these interactions on physical systems.

Chemical Reactions
Worksheets :3

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SC. Concepts of Life Science: A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. A student who meets the content standard should:

SC3. Develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy.

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

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

Weather I
Worksheets :4Vocabulary :3

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

AK.RST.11-12. Reading Standards for Literacy in Science and Technical Subjects

Craft and Structure

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.

AK.B1. Concepts of Physical Science (SB1, SB2, SB3, SB4)

[11] SB1.1. The student demonstrates an understanding of the structure and properties of matter by predicting the properties of an element (i.e., reactivity, metal, non-metal) using the periodic table and verifying the predictions through experimentation. (L)

Elements - Set II
Worksheets :3

AK.C1. Concepts of Life Science (SC1, SC2, SC3)

[11] SC3.2. The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by analyzing the potential impacts of changes (e.g., climate change, habitat loss/gain, cataclysms, human activities) within an ecosystem.

Oceans
Worksheets :4Vocabulary :3

AK.D1. Concepts of Earth Science (SD1, SD2, SD3, SD4)

[11] SD1.1. The student demonstrates an understanding of geochemical cycles by creating a model to demonstrate the rock cycle. (L)

The Rock Cycle
Worksheets :4Vocabulary :3

[11] SD1.2. The student demonstrates an understanding of geochemical cycles by integrating knowledge of the water cycle and biogeochemical cycling to explain changes in the Earth's surface. (L)

The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3
Weather I
Worksheets :4Vocabulary :3

[11] SD2.1. The student demonstrates an understanding of the forces that shape Earth by recognizing the dynamic interaction of erosion and deposition including human causes.

The Rock Cycle
Worksheets :4Vocabulary :3
Weathering and Erosion
Worksheets :3Vocabulary :3

[11] SD2.2. The student demonstrates an understanding of the forces that shape Earth by describing how the theory of plate tectonics explains the dynamic nature of its surface.

[11] SD3.1. The student demonstrates an understanding of cycles influenced by energy from the sun and by Earth's position and motion in our solar system by describing causes, effects, preventions, and mitigations of human impact on climate.

[11] SD4.1. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing phenomena in the universe (i.e., black holes, nebula)

[11] SD4.2. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by using evidence to explain how the position of stars changes in the expanding universe.

[11] SD4.4. The student demonstrates an understanding of the theories regarding the origin and evolution of the universe by describing the Big Bang Theory and exploring the evidence that supports it. (L)

AK.G1. History and Nature of Science (SG1, SG2,SG3, SG4)

[11] SG3.1. The student demonstrates an understanding that scientific knowledge is ongoing and subject to change by investigating instances when scientists' observations were not in accord with prevailing ideas of the time. (L)

AK.SB. Concepts of Physical Science: A student should understand and be able to apply the concepts, models, theories, universal principles, and facts that explain the physical world. A student who meets the content standard should:

SB1. Develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior.

Elements - Set I
Worksheets :3

SB4. Develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects.

AK.SD. Concepts of Earth Science: A student should understand and be able to apply the concepts, processes, theories, models, evidence, and systems of earth and space sciences. A student who meets the content standard should:

SD1. Develop an understanding of Earth's geochemical cycles.

Weather I
Worksheets :4Vocabulary :3

SD2. Develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth.

SD3. Develop an understanding of the cyclical changes controlled by energy from the sun and by Earth's position and motion in our solar system.

SD4. Develop an understanding of the theories regarding the origin and evolution of the universe.

AK.SG. History and Nature of Science: A student should understand the history and nature of science. A student who meets the content standard should:

SG2. Develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanations of the natural world.

Standards

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

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