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Properties of atoms Eighth Grade Science
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The energy of waves Eighth Grade Science

Louisiana Standards for High School Science

LA.CC.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.
Ecology IWorksheets :4Vocabularies :2Ecology IIWorksheets :3Vocabularies :2Chemical Formulas and BondingWorksheets :3Chemical ReactionsWorksheets :3Measurements and CalculationsWorksheets :3Protection, Reproduction and CooperationWorksheets :3Vocabularies :2Moving and Controlling the BodyWorksheets :3Vocabularies :3Providing Fuel and TransportationWorksheets :4Vocabularies :3Food Chains and Food WebsWorksheets :3Vocabularies :2Six Kingdoms of LifeWorksheets :3Vocabularies :3Plate TectonicsWorksheets :3Vocabularies :3Cell TransportWorksheets :2Vocabularies :2Work, Power & Simple MachinesWorksheets :3Vocabularies :2EarthquakesWorksheets :3Vocabularies :3Pond MicrolifeWorksheets :3Vocabularies :3Chromosomes, Genes and DNAWorksheets :3Vocabularies :3MitosisWorksheets :2Vocabularies :2The Study of HeredityWorksheets :2Vocabularies :2Our Solar SystemWorksheets :3Vocabularies :2Earth`s SurfaceWorksheets :3Vocabularies :3Properties and States of MatterWorksheets :4Vocabularies :3Earth`s ClimateWorksheets :3Vocabularies :3Photosynthesis and RespirationWorksheets :3Vocabularies :2RocksWorksheets :3Vocabularies :2VolcanoesWorksheets :3Vocabularies :3MeiosisWorksheets :3Vocabularies :3Forces and MotionWorksheets :3Vocabularies :2Energy: Forms and ChangesWorksheets :3Vocabularies :3SoundWorksheets :3Vocabularies :4Light and OpticsWorksheets :4Vocabularies :3Elements and the periodic tableWorksheets :3Vocabularies :2Chemical ReactionsWorksheets :3Vocabularies :3Atoms and Chemical BondingWorksheets :3Vocabularies :2

Integration of Knowledge and Ideas

RST.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

LA.CC.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.
The Digestive and nutritionWorksheets :3Study Guides :1Vocabularies :4Ecosystems, food chains and food websWorksheets :3Study Guides :1Vocabularies :5Chemical bondingFreeWorksheets :3Study Guides :1Vocabularies :1Chemical reactionsWorksheets :4Study Guides :1Vocabularies :1Ecology IWorksheets :4Vocabularies :2Ecology IIWorksheets :3Vocabularies :2Chemical Formulas and BondingWorksheets :3Chemical ReactionsWorksheets :3Measurements and CalculationsWorksheets :3Protection, Reproduction and CooperationWorksheets :3Vocabularies :2Moving and Controlling the BodyWorksheets :3Vocabularies :3Providing Fuel and TransportationWorksheets :4Vocabularies :3Food Chains and Food WebsWorksheets :3Vocabularies :2Six Kingdoms of LifeWorksheets :3Vocabularies :3Plate TectonicsWorksheets :3Vocabularies :3Cell TransportWorksheets :2Vocabularies :2Work, Power & Simple MachinesWorksheets :3Vocabularies :2EarthquakesWorksheets :3Vocabularies :3Pond MicrolifeWorksheets :3Vocabularies :3Chromosomes, Genes and DNAWorksheets :3Vocabularies :3MitosisWorksheets :2Vocabularies :2The Study of HeredityWorksheets :2Vocabularies :2Our Solar SystemWorksheets :3Vocabularies :2Earth`s SurfaceWorksheets :3Vocabularies :3Properties and States of MatterWorksheets :4Vocabularies :3Earth`s ClimateWorksheets :3Vocabularies :3Photosynthesis and RespirationWorksheets :3Vocabularies :2RocksWorksheets :3Vocabularies :2VolcanoesWorksheets :3Vocabularies :3MeiosisWorksheets :3Vocabularies :3Forces and MotionWorksheets :3Vocabularies :2Energy: Forms and ChangesWorksheets :3Vocabularies :3SoundWorksheets :3Vocabularies :4Light and OpticsWorksheets :4Vocabularies :3Elements and the periodic tableWorksheets :3Vocabularies :2Chemical ReactionsWorksheets :3Vocabularies :3Atoms and Chemical BondingWorksheets :3Vocabularies :2
RST.9-10.5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

Integration of Knowledge and Ideas

RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
RST.9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

LA.CC.WHST.11-12. Writing Standards for Literacy in Science and Technical Subjects

Production and Distribution of Writing

WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge

WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Text Types and Purposes

WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.2(a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.11-12.2(b) Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
WHST.11-12.2(c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WHST.11-12.2(d) Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
WHST.11-12.2(e) Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

LA.CC.WHST.9-10. Writing Standards for Literacy in Science and Technical Subjects

Production and Distribution of Writing

WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build and Present Knowledge

WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Text Types and Purposes

WHST.9-10.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.9-10.2(f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

LA.ESS-M. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-H-A1. Energy in the Earth System: investigating the methods of energy transfer and identifying the sun as the major source of energy for most of the Earth's systems. (1, 3, 4)

ESS-H-A2. Energy in the Earth System: modeling the seasonal changes in the relative position and appearance of the sun and inferring the consequences with respect to the Earth's temperature. (1, 2, 3, 4)

ESS-H-A3. Energy in the Earth System: explaining fission and fusion in relation to the Earth's internal and external heat sources. (1, 3, 4)

ESS-H-A4. Energy in the Earth System: explaining how decay of radioactive isotopes and the gravitational energy from the Earth's original formation generates the Earth's internal heat. (1, 3, 4)

ESS-H-A5. Energy in the Earth System: demonstrating how the sun's radiant energy causes convection currents within the atmosphere and the oceans. (1, 2, 3, 4)

ESS-H-A6. Energy in the Earth System: describing the energy transfer from the sun to the Earth and its atmosphere as it relates to the development of weather and climate patterns. (1, 2, 3, 4)

ESS-H-A7. Energy in the Earth System: modeling the transfer of the Earth's internal heat by way of convection currents in the mantle which powers the movement of the lithospheric plates. (1, 2, 3, 4)

ESS-H-B1. Geochemical Cycles: illustrating how stable chemical atoms or elements are recycled through the solid earth, oceans, atmosphere, and organisms. (1, 2, 3, 4)

ESS-H-B2. Geochemical Cycles: demonstrating Earth's internal and external energy sources as forces in moving chemical atoms or elements. (1, 2, 3, 4)

ESS-H-C1. The Origin and Evolution of the Earth System: explaining the formation of the solar system from a nebular cloud of dust and gas. (1, 2, 3, 4)

ESS-H-C4. The Origin and Evolution of the Earth System: examining fossil evidence as it relates to the evolution of life and the resulting changes in the amount of oxygen in the atmosphere. (1, 2, 3, 4)

ESS-H-C5. The Origin and Evolution of the Earth System: explaining that natural processes and changes in the Earth system may take place in a matter of seconds or develop over billions of years. (1, 2, 3, 4)

ESS-H-D1. The Origin and Evolution of the Universe: identifying scientific evidence that supports the latest theory of the age and origin of the universe. (1, 2, 3, 4)

ESS-H-D2. The Origin and Evolution of the Universe: describing the organization of the known universe. (1, 3, 4)

ESS-H-D3. The Origin and Evolution of the Universe: comparing and contrasting the sun with other stars. (1, 4)

ESS-H-D4. The Origin and Evolution of the Universe: identifying the elements found in the sun and other stars by investigating the spectra. (1, 2, 3, 4)

ESS-H-D6. The Origin and Evolution of the Universe: demonstrating the laws of motion for orbiting bodies. (1, 3, 4)

ESS-H-D7. The Origin and Evolution of the Universe: describe the impact of technology on the study of the Earth, the solar system, and the universe. (1, 2, 3, 4, 5)

LA.LS-H. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

LS-H-A1. The Cell: observing cells, identifying organelles, relating structure to function, and differentiating among cell types. (1, 2, 3, 4)

LS-H-A2. The Cell: demonstrating a knowledge of cellular transport. (1, 3, 4)

LS-H-A3. The Cell: investigating cell differentiation and describing stages of embryological development in representative organisms. (1, 2, 3, 4)

LS-H-B1. The Molecular Basis of Heredity: explaining the relationship among chromosomes, DNA, genes, RNA, and proteins. (1, 3, 4)

LS-H-B2. The Molecular Basis of Heredity: comparing and contrasting mitosis and meiosis. (1, 3, 4)

LS-H-B3. The Molecular Basis of Heredity: describing the transmission of traits from parent to offspring and the influence of environmental factors on gene expression. (1, 2, 3, 4, 5)

LS-H-B4. The Molecular Basis of Heredity: exploring advances in biotechnology and identifying possible positive and negative effects. (1, 2, 3, 4, 5)

LS-H-C1. Biological Evolution: exploring experimental evidence that supports the theory of the origin of life. (1, 3)

LS-H-C2. Biological Evolution: recognizing the evidence for evolution. (1, 3, 4)

LS-H-C3. Biological Evolution: discussing the patterns, mechanisms, and rate of evolution. (1, 3, 4)

LS-H-C4. Biological Evolution: classifying organisms. (1, 2, 3, 4)

LS-H-C5. Biological Evolution: distinguishing among the kingdoms. (1, 3, 4)

LS-H-C6. Biological Evolution: comparing and contrasting life cycles of organisms. (1, 2, 3, 4)

LS-H-C7. Biological Evolution: comparing viruses to cells. (1, 2, 3, 4)

LS-H-D1. Interdependence of Organisms: illustrating the biogeochemical cycles and explaining their importance. (1, 2, 3, 4, 5)

LS-H-D2. Interdependence of Organisms: describing trophic levels and energy flows. (1, 3, 4, 5)

LS-H-D4. Interdependence of Organisms: exploring how humans have impacted ecosystems and the need for societies to plan for the future. (1, 2, 4, 5)

LS-H-E1. Matter, Energy, and Organization of Living Systems: comparing and contrasting photosynthesis and cellular respiration; emphasizing their relationships. (1, 2, 3, 4)

LS-H-E2. Matter, Energy, and Organization of Living Systems: recognizing the importance of the ATP cycle in energy usage within the cell. (1, 2, 3, 4)

LS-H-E3. Matter, Energy, and Organization of Living Systems: differentiating among levels of biological organization. (1, 4)

LS-H-F1. Systems and the Behaviors of Organisms: identifying the structure and functions of organ systems. (1, 3, 4)

LS-H-F2. Systems and the Behaviors of Organisms: identifying mechanisms involved in homeostasis. (1, 3, 4)

LS-H-F3. Systems and the Behaviors of Organisms: recognizing that behavior is the response of an organism to internal changes and/or external stimuli. (1, 3, 4)

LS-H-F4. Systems and the Behaviors of Organisms: recognizing that behavior patterns have adaptive value. (3, 4)

LS-H-G1. Personal and Community Health: relating fitness and health to longevity. (1, 3, 4, 5)

LS-H-G2. Personal and Community Health: contrasting how organisms cause disease. (1, 3, 4, 5)

LS-H-G3. Personal and Community Health: explaining the role of the immune system in fighting disease. (1, 3, 4, 5)

LS-H-G4. Personal and Community Health: exploring current research on the major diseases with regard to cause, symptoms, treatment, prevention, and cure. (1, 3, 4, 5)

LA.PS-M. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

GLE-H-1. Grade Level Expectation: Physical Science: Measurement and Symbolic Representation: Measure the physical properties of different forms of matter in metric system units (e.g., length, mass, volume, temperature) (PS-H-A1)

GLE-H-10. Grade Level Expectation: Physical Science: Atomic Structure: Identify the number of valence electrons of the first 20 elements based on their positions in the periodic table (PS-H-B3)

GLE-H-11. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Investigate and classify common materials as elements, compounds, or mixtures (heterogeneous or homogeneous) based on their physical and chemical properties (PS-H-C1)

GLE-H-12. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Classify elements as metals or nonmetals based on their positions in the periodic table (PS-H-C2)

GLE-H-13. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Predict how factors such as particle size and temperature influence the rate of dissolving (PS-H-C3)

GLE-H-15. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Using selected elements from atomic numbers 1 to 20, draw Bohr models (PS-H-C5) (PS-H-B3)

GLE-H-16. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Name and write the formulas for simple ionic and covalent compounds (PS-H-C5)

GLE-H-17. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Name and predict the bond type formed between selected elements based on their locations in the periodic table (PS-H-C5)

GLE-H-18. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Diagram or construct models of simple hydrocarbons (four or fewer carbons) with single, double, or triple bonds (PS-H-C6)

GLE-H-2. Grade Level Expectation: Physical Science: Measurement and Symbolic Representation: Gather and organize data in charts, tables, and graphs (PS-H-A1)

GLE-H-20. Grade Level Expectation: Physical Science: The Structure and Properties of Matter: Predict the particle motion as a substance changes phases (PS-H-C7) (PS-H-C3)

GLE-H-21. Grade Level Expectation: Physical Science: Chemical Reactions: Classify changes in matter as physical or chemical (PS-H-D1)

GLE-H-22. Grade Level Expectation: Physical Science: Chemical Reactions: Identify evidence of chemical changes (PS-H-D1)

GLE-H-23. Grade Level Expectation: Physical Science: Chemical Reactions: Classify unknowns as acidic, basic, or neutral using indicators (PS-H-D2)

GLE-H-24. Grade Level Expectation: Physical Science: Chemical Reactions: Identify balanced equations as neutralization, combination, and decomposition reactions (PS-H-D3)

GLE-H-25. Grade Level Expectation: Physical Science: Chemical Reactions: Determine the effect of various factors on reaction rate (e.g., temperature, surface area, concentration, agitation) (PS-H-D4)

GLE-H-26. Grade Level Expectation: Physical Science: Chemical Reactions: Illustrate the laws of conservation of matter and energy through balancing simple chemical reactions (PS-H-D5) (PS-H-D3) (PS-H-D7)

GLE-H-27. Grade Level Expectation: Physical Science: Chemical Reactions: Distinguish between endothermic and exothermic reactions (PS-H-D6)

GLE-H-28. Grade Level Expectation: Physical Science: Chemical Reactions: Identify chemical reactions that commonly occur in the home and nature (PS-H-D7)

GLE-H-29. Grade Level Expectation: Physical Science: Forces and Motion: Differentiate between mass and weight (PS-H-E1)

GLE-H-3. Grade Level Expectation: Physical Science: Measurement and Symbolic Representation: Distinguish among symbols for atoms, ions, molecules, and equations for chemical reactions (PS-H-A2)

GLE-H-30. Grade Level Expectation: Physical Science: Forces and Motion: Compare the characteristics and strengths of forces in nature (e.g., gravitational, electrical, magnetic, nuclear) (PS-H-E1)

GLE-H-31. Grade Level Expectation: Physical Science: Forces and Motion: Differentiate between speed and velocity (PS-H-E2)

GLE-H-32. Grade Level Expectation: Physical Science: Forces and Motion: Plot and compare line graphs of acceleration and velocity (PS-H-E2)

GLE-H-33. Grade Level Expectation: Physical Science: Forces and Motion: Calculate velocity and acceleration using equations (PS-H-E2)

GLE-H-34. Grade Level Expectation: Physical Science: Forces and Motion: Demonstrate Newton's three laws of motion (e.g., inertia, net force using F = ma, equal and opposite forces) (PS-H-E3)

GLE-H-36. Grade Level Expectation: Physical Science: Energy: Measure and calculate the relationships among energy, work, and power (PS-H-F1)

GLE-H-37. Grade Level Expectation: Physical Science: Energy: Model and explain how momentum is conserved during collisions (PS-H-F2)

GLE-H-38. Grade Level Expectation: Physical Science: Energy: Analyze diagrams to identify changes in kinetic and potential energy (PS-H-F2)

GLE-H-39. Grade Level Expectation: Physical Science: Energy: Distinguish among thermal, chemical, electromagnetic, mechanical, and nuclear energy (PS-H-F2)

GLE-H-4. Grade Level Expectation: Physical Science: Measurement and Symbolic Representation: Name and write chemical formulas using symbols and subscripts (PS-H-A2)

GLE-H-40. Grade Level Expectation: Physical Science: Energy: Demonstrate energy transformation and conservation in everyday actions (PS-H-F2)

GLE-H-41. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Identify the parts and investigate the properties of transverse and compression waves (PS-H-G1)

GLE-H-42. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Describe the relationship between wavelength and frequency (PS-H-G1)

GLE-H-43. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Investigate and construct diagrams to illustrate the laws of reflection and refraction (PS-H-G1)

GLE-H-44. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Illustrate the production of static electricity (PS-H-G2)

GLE-H-45. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Evaluate diagrams of series and parallel circuits to determine the flow of electricity (PS-H-G2)

GLE-H-46. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Diagram a magnetic field (PS-H-G2)

GLE-H-47. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Explain how electricity and magnetism are related (PS-H-G2)

GLE-H-48. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Compare properties of waves in the electromagnetic spectrum (PS-H-G3)

GLE-H-49. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Describe the Doppler effect on sound (PS-H-G3)

GLE-H-5. Grade Level Expectation: Physical Science: Atomic Structure: Identify the three subatomic particles of an atom by location, charge, and relative mass (PS-H-B1)

GLE-H-50. Grade Level Expectation: Physical Science: Interactions of Energy and Matter: Identify positive and negative effects of electromagnetic/mechanical waves on humans and human activities (e.g., sound, ultraviolet rays, X-rays, MRIs, fiber optics) (PS-H-G4) (PS-H-G3)

GLE-H-6. Grade Level Expectation: Physical Science: Atomic Structure: Determine the number of protons, neutrons, and electrons of elements by using the atomic number and atomic mass from the periodic table (PS-H-B1)

GLE-H-7. Grade Level Expectation: Physical Science: Atomic Structure: Describe the results of loss/gain of electrons on charges of atoms (PS-H-B1) (PS-H-C5)

PS-H-A1. Measurement and Symbolic Representation: manipulating and analyzing quantitative data using the SI system. (2, 3, 4)

PS-H-A2. Measurement and Symbolic Representation: understanding the language of chemistry (formulas, equations, symbols) and its relationship to molecules, atoms, ions, and subatomic particles. (1, 2, 3, 4)

PS-H-B1. Atomic Structure: describing the structure of the atom and identifying and characterizing the particles that compose it (including the structure and properties of isotopes). (1, 2, 4)

PS-H-B2. Atomic Structure: describing the nature and importance of radioactive isotopes and nuclear reactions (fission, fusion, radioactive decay). (1, 2, 3, 4, 5)

PS-H-B3. Atomic Structure: understanding that an atom's electron configuration, particularly that of the outermost electrons, determines the chemical properties of that atom. (2, 3, 4)

PS-H-C1. The Structure and Properties of Matter: distinguishing among elements, compounds, and/or mixtures. (1, 2, 4)

PS-H-C2. The Structure and Properties of Matter: discovering the patterns of physical and chemical properties found on the periodic table of the elements. (2, 4)

PS-H-C3. The Structure and Properties of Matter: understanding that physical properties of substances reflect the nature of interactions among its particles. (2, 4)

PS-H-C5. The Structure and Properties of Matter: understanding that chemical bonds are formed between atoms when the outermost electrons are transferred or shared to produce ionic and covalent compounds. (1, 2, 4)

PS-H-C6. The Structure and Properties of Matter: recognizing that carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures. (1, 2, 3, 4)

PS-H-C7. The Structure and Properties of Matter: using the kinetic theory to describe the behavior of atoms and molecules during phase changes and to describe the behavior of matter in its different phases. (1, 2, 4)

PS-H-D1. Chemical Reactions: observing and describing changes in matter and citing evidence of chemical change. (1, 2, 4)

PS-H-D3. Chemical Reactions: writing balanced equations to represent a variety of chemical reactions (acid/base, oxidation/reduction, etc.). (2)

PS-H-D4. Chemical Reactions: analyzing the factors that affect the rate and equilibrium of a chemical reaction. (1, 2, 4)

PS-H-D5. Chemical Reactions: applying the law of conservation of matter to chemical reactions. (1, 2, 4)

PS-H-D6. Chemical Reactions: comparing and contrasting the energy changes that accompany changes in matter. (1, 2, 4)

PS-H-D7. Chemical Reactions: identifying important chemical reactions that occur in living systems, the home, industry, and the environment. (1, 2, 3, 4, 5)

PS-H-E1. Forces and Motion: recognizing the characteristics and relative strengths of the forces of nature (gravitational, electrical, magnetic, nuclear). (4, 5)

PS-H-E2. Forces and Motion: understanding the relationship of displacement, time, rate of motion, and rate of change of motion; representing rate and changes of motion mathematically and graphically. (1, 2, 3, 4)

PS-H-E3. Forces and Motion: understanding effects of forces on changes in motion as explained by Newtonian mechanics. (1, 4)

PS-H-F1. Energy: describing and representing relationships among energy, work, power, and efficiency. (2, 3, 4)

PS-H-F2. Energy: applying the universal law of conservation of matter, energy, and momentum, and recognizing their implications. (2, 3, 4, 5)

PS-H-G1. Interactions of Energy and Matter: giving examples of the transport of energy through wave action. (1, 4)

PS-H-G2. Interactions of Energy and Matter: analyzing the relationship and interaction of magnetic and electrical fields and the forces they produce. (1, 2, 3, 4)

PS-H-G3. Interactions of Energy and Matter: characterizing and differentiating electromagnetic and mechanical waves and their effects on objects as well as humans. (1, 2, 4)

LA.SE-H. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

SE-H-A1. Ecological Systems and Interactions: demonstrating an understanding of the functions of Earth's major ecological systems. (1, 2, 3, 4)

SE-H-A10. Ecological Systems and Interactions: explaining that all species represent a vital link in a complex web of interaction. (1, 3, 4, 5)

SE-H-A11. Ecological Systems and Interactions: understanding how pollutants can affect living systems. (1, 2, 3, 4, 5)

SE-H-A2. Ecological Systems and Interactions: investigating the flow of energy in ecological systems. (1, 2, 3, 4)

SE-H-A4. Ecological Systems and Interactions: understanding that change is a fundamental characteristic of every ecosystem and that ecosystems have varying capacities for change and recovery. (1, 2, 3, 4, 5)

SE-H-A5. Ecological Systems and Interactions: describing the dynamic interactions between divisions of the biosphere. (1, 3, 4)

SE-H-A6. Ecological Systems and Interactions: describing and explaining the Earth's biochemical and geochemical cycles and their relationship to ecosystem stability. (1, 2, 4)

SE-H-A7. Ecological Systems and Interactions: comparing and contrasting the dynamic interaction within the biosphere. (1, 2, 4)

SE-H-A9. Ecological Systems and Interactions: demonstrating an understanding of influencing factors of biodiversity. (1, 3, 4, 5)

SE-H-B1. Resources and Resource Management: explaining the relationships between renewable and nonrenewable resources. (1, 3, 4)

SE-H-B6. Resources and Resource Management: recognizing that sustainable development is a process of change in which resource use, investment direction, technological development, and institutional change meet society's present as well as future needs. (1, 2, 3, 4, 5)

SE-H-D1. Personal Choices and Responsible Actions: demonstrating the effects of personal choices and actions on the natural environment. (1, 2, 3, 4, 5)

SE-H-D2. Personal Choices and Responsible Actions: analyzing how individuals are capable of reducing and reversing their impact on the environment through thinking, planning, education, collaboration, and action. (1, 2, 3, 4, 5)

SE-H-D3. Personal Choices and Responsible Actions: demonstrating that the most important factor in prevention and control of pollution is education. (1, 2, 3, 4, 5)

SE-H-D4. Personal Choices and Responsible Actions: demonstrating a knowledge that environmental issues should be a local and global concern. (1, 2, 3, 4, 5)

LA.SI-H. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

GLE-H-10. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Given a description of an experiment, identify appropriate safety measures (SI-H-A7)

GLE-H-11. Grade Level Expectation: Understanding Scientific Inquiry: Evaluate selected theories based on supporting scientific evidence (SI-H-B1)

GLE-H-12. Grade Level Expectation: Understanding Scientific Inquiry: Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2)

GLE-H-13. Grade Level Expectation: Understanding Scientific Inquiry: Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)

GLE-H-14. Grade Level Expectation: Understanding Scientific Inquiry: Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3)

GLE-H-2. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2)

GLE-H-4. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2)

GLE-H-5. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Utilize mathematics, organizational tools, and graphing skills to solve problems (S6.I-H-A3)

GLE-H-6. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3)

GLE-H-7. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)

GLE-H-8. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5)

GLE-H-9. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)

S1-H-A7. The Abilities Necessary to do Scientific Inquiry: utilizing science safety procedures during scientific investigations. (3, 5)

SI-H-A2. The Abilities Necessary to do Scientific Inquiry: designing and conducting scientific investigations. (1, 2, 3, 4, 5)

SI-H-A3. The Abilities Necessary to do Scientific Inquiry: using technology and mathematics to improve investigations and communications. (1, 2, 3)

SI-H-A4. The Abilities Necessary to do Scientific Inquiry: formulating and revising scientific explanations and models using logic and evidence. (1, 2, 3, 4)

SI-H-A5. The Abilities Necessary to do Scientific Inquiry: recognizing and analyzing alternative explanations and models. (4)

SI-H-B1. Understanding Scientific Inquiry: communicating that scientists usually base their investigations on existing models, explanations, and theories. (1, 3, 4)

SI-H-B2. Understanding Scientific Inquiry: communicating that scientists conduct investigations for a variety of reasons, such as exploration of new areas, discovery of new aspects of the natural world, confirmation of prior investigations, evaluation of current theories, and comparison of models and theories. (1, 3, 4)

SI-H-B3. Understanding Scientific Inquiry: communicating that scientists rely on technology to enhance the gathering and manipulation of data. (1, 3)

SI-H-B5. Understanding Scientific Inquiry: communicating that the results of scientific inquiry, new knowledge, and methods emerge from different types of investigations and public communication among scientists. (1, 3, 4, 5)

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