New Hampshire College and Career Ready Standards for High School Science
NH.SPS1. Science Process Skills: Scientific Inquiry and Critical Thinking Skills
S:SPS1:11:1.2. Making Observations and Asking Questions: Students will apply skills from previous grades and use complex classification criteria and keys to identify items/organisms.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:SPS1:11:1.3. Making Observations and Asking Questions: Students will apply skills from previous grades and evaluate complex methods of classification for a specific purpose.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:SPS1:11:1.4. Making Observations and Asking Questions: Students will apply skills from previous grades and identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:SPS1:11:3.1. Conducting Scientific Investigations: Students will apply skills from previous grades and select and use apparatus and material safely.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
Lab investigations/scientific methodA biologist reported success in breeding a tiger with a lion, producing healthy offspring. Other biologists will accept this report as fact only if other researchers can replicate the experiment. Read more...iWorksheets :3
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
S:SPS1:11:3.2. Conducting Scientific Investigations: Students will apply skills from previous grades and use instruments effectively and accurately for collecting data.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
S:SPS1:11:4.1. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and compile and display data, evidence and information by hand and computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatter plots.
NH.SPS2. Science Process Skills: Unifying Concepts of Science
S:SPS2:11:1.7. Nature of Science: Students will apply skills from previous grades and realize that in science, the testing, revising, and occasional discarding of theories, new and old, never ends; this ongoing process leads to an increasingly better understanding of how things work in the world but not to absolute truth.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
S:SPS2:11:4.1. Patterns of Change: Students will apply skills from previous grades and recognize that things can change in detail, but remain the same in general (e.g., the players change but the team remains, the cells are replaced but the organism remains); sometimes counterbalancing changes are necessary for a thing to retain its essential constancy in the presence of changing conditions.
S:SPS2:11:4.2. Patterns of Change: Students will apply skills from previous grades and describe how graphs and equations are useful (and often equivalent) ways for depicting and analyzing patterns of change.
S:SPS2:11:4.4. Patterns of Change: Students will apply skills from previous grades and describe how in evolutionary change, the present arises from the materials and forms of the past, more or less gradually, and in ways that can be explained.
S:SPS2:11:5.6. Form and Function: Students will apply skills from previous grades and demonstrate that a variety of biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.
NH.SPS3. Science Process Skills: Personal, Social, and Technological Perspectives
S:SPS3:11:2.8. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and analyze global, social, cultural, political, economic and environmental linkages.
NH.SPS4. Science Process Skills: Science Skills for Information, Communication and Media Literacy
S:SPS4:11:1.1. Information and Media Literacy: Students will apply skills from previous grades and select and analyze information from various sources (including electronic resources, print resources, community resources) and personally collected data to answer questions being investigated.
S:SPS4:11:3.1. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and pursue scientific inquiry such as observation, measurement, hypothesis formation and analysis, and value 'habits of mind' such as persistence, accuracy, and collaboration.
NH.ESS1. Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
S:ESS1:11:1.1. Atmosphere, Climate, and Weather: Students will explain how winds and ocean currents are created on the Earth's surface.
S:ESS1:11:1.2. Atmosphere, Climate, and Weather: Students will explain how heat and energy transfer in and out of the atmosphere; and provide examples of how it is related to weather and climate.
S:ESS1:11:2.1. Composition and Features: Students will recognize that elements exist in fixed amounts and describe how they move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles, such as the water, carbon and nitrogen cycles.
S:ESS1:11:2.3. Composition and Features: Students will explain the theory of plate tectonics.
S:ESS1:11:2.4. Composition and Features: Students will describe the movement of crustal plates and explain how the effects have altered the Earth's features.
S:ESS1:11:3.1. Fossils and Geologic Time: Students will identify and describe the methods used to measure geologic time, such as fossil identification, radioactive dating, and rock sequences.
S:ESS1:11:3.2. Fossils and Geologic Time: Students will relate how geologic time is determined using various dating methods (e.g., radioactive decay, rock sequences, fossil records).
S:ESS1:11:4.1. Observation of the Earth from Space: Provided with geologic data (including movement of plates) on a given locale, students will predict the likelihood for an earth event (e.g. volcanoes mountain ranges, islands, earthquakes, tides, tsunamis).
S:ESS1:11:5.1. Processes and Rates of Change: Students will explain that the Earth is composed of interactive layers, which have distinct compositions, physical properties and processes.
S:ESS1:11:5.2. Processes and Rates of Change: Students will relate plate movement to earthquakes and volcanic activity, and explain how it results in tectonic uplift and mountain building.
S:ESS1:11:5.4. Processes and Rates of Change: Students will provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
S:ESS1:11:5.5. Processes and Rates of Change: Students will trace the development of the theory of plate tectonics.
S:ESS1:11:5.6. Processes and Rates of Change: Students will explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
S:ESS1:11:6.1. Rock Cycles: Students will explain that throughout the rock cycle, the total amount of the material remains the same.
S:ESS2:11:2.2. Energy: Students will explain how the inclination of incoming solar radiation can impact the amount of energy Earth receives on any given surface area.
S:ESS2:11:2.3. Energy: Students will explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
S:ESS2:11:3.1. Solar System: Students will explain how gravitational force influenced the formations of the planets and their moons; and describe how these objects move in patterns under its continued influence.
NH.ESS3. Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
S:ESS3:11:2.1. Stars and Galaxies: Students will identify and describe the characteristics common to most stars in the universe.
S:ESS3:11:2.3. Stars and Galaxies: Students will explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycles of stars.
S:ESS3:11:3.4. Universe: Based on the nature of electromagnetic waves, students will explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra).
NH.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).
S:LS1:11:1.1. Classification: Students will describe how organisms are classified into a hierarchy of groups and subgroups, which are based on similarities that reflect their evolutionary relationships.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS1:11:1.2. Classification: Students will explain that organisms that possess similar DNA code are more closely related than those in which DNA varies greatly.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS1:11:1.3. Classification: Students will identify plants and animals according to binomial nomenclature.
Introduction to plantsWhich woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. Read more...iWorksheets :3Vocabulary :5
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
S:LS1:11:2.1. Living Things and Organization: Students will identify the structures of different types of cell parts/organelles and explain the functions they perform.
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5
S:LS1:11:2.2. Living Things and Organization: Students will recognize how cell functions are regulated through changes in the activity of the functions performed by proteins, and through the selective expression of individual genes; and explain how this regulation allows cells to respond to their environment and to control and coordinate cell growth and division.
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
S:LS1:11:2.3. Living Things and Organization: Students will recognize how an organism's organization and complexity accommodate its need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain it.
Plant structure and functionPlants are living organisms made up of cells. Plants need sunlight and water to live and grow healthy. Many plants, but not all plants, produce flowers, which make fruit and seeds in order for the plant to reproduce. There are two different types of root systems: A fibrous root system has many roots that grow in many different directions. Plants that have a taproot system have only one large main root growing from the plant’s stem. Read more...iWorksheets :4Vocabulary :2
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
InvertebratesInvertebrates are animals that don't have a backbone. More than 90 percent of all living animal species are invertebrates. Familiar examples of invertebrates include arthropods, mollusks, annelid, and cnidarians. Like vertebrates, most invertebrates reproduce at least partly through sexual reproduction. Read more...iWorksheets :6Vocabulary :3
Vertebrates IVertebrates - animals that have a backbone. The word comes from vertebrae, the bones that make up the spine. Five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. A few tens of thousands of species have been identified. Read more...iWorksheets :3Vocabulary :3
S:LS1:11:2.4. Living Things and Organization: Students will explain how the processes of photosynthesis and cellular respiration are interrelated and contribute to biogeochemical cycles.
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
S:LS1:11:2.6. Living Things and Organization: Students will describe the chemical reactions involved in cell functions using examples from the nervous, immune and endocrine systems in multicellular animals.
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
S:LS1:11:2.7. Living Things and Organization: Students will recognize that because all matter tends toward more disorganized states, living systems need a continuous input of energy to maintain their chemical and physical organizations.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
S:LS1:11:2.8. Living Things and Organization: Students will use data and observation to make connections between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a unicellular or multi-cellular organism needs for survival (e.g., protein synthesis, DNA transport, nerve cells).
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
S:LS1:11:3.1. Reproduction: Students will describe the chemical and structural properties of DNA and explain its role in identifying the characteristics of an organism.
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
S:LS1:11:3.2. Reproduction: Students will recognize that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism's sex cells; and explain why other changes in an organism cannot be passed on.
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
Genetics and heredity IIBy whom were first described the principles of dominance, segregation, and independent assortment? What did Gregor Mendel discover using the results of his experiments with plant crosses? Match each Genetics and heredity term to its definition like Splindle fibers, Telophase, Trait, Transcription, Mutation, Phenotype. Read more...iWorksheets :3Vocabulary :7
S:LS1:11:3.4. Reproduction: Students will explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations).
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
NH.LS2. Life Science: Energy flows and matter recycles through an ecosystem.
S:LS2:11:2.1. Flow of Energy: Students will use examples from local ecosystems to describe the relationships among organisms at the different trophic levels.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
S:LS2:11:3.1. Recycling of Materials: Students will explain that as matter and energy flow through different levels of organization in living systems and between living systems and the environment, elements, such as carbon and nitrogen, are recombined in different ways.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
S:LS2:11:3.2. Recycling of Materials: Students will trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
NH.LS3. Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
S:LS3:11:2.1. Evolution: Students will explain the currently accepted theory for the development of life on Earth, including the history of its origin and the evolutionary process.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:2.2. Evolution: Students will recognize that the abilities and behaviors an organism has, and likelihood of its survival strongly depend on its heritable characteristics, which can be biochemical and anatomical.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:2.3. Evolution: Students will explain the contributions of Darwin, Malthus, Wallace and Russell to the advancement of life science.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:2.4. Evolution: Students will explain evolution in terms of how the Earth's present-day life forms evolved from earlier, distinctly different species as a consequence of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:2.6. Evolution: Given information about living or extinct organisms, students will cite evidence to explain the frequency of inherited characteristics of organisms in a population; or explain the evolution of varied structures (with defined functions) that affected the organisms' survival in a specific environment (e.g., giraffe, wind pollination of flowers).
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:3.1. Natural Selection: Students will explain the concept of natural selection.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:3.2. Natural Selection: Students will explain the diversity and unity of past and present life forms on Earth using currently accepted theories.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:3.3. Natural Selection: Students will recognize how a species' chance of survival increases with each variation of an organism within the species; and explain how, in the event of a major global change, the greater the diversity of species on Earth, the greater the chance for survival of life.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
Vertebrates IIA vertebrate is an animal with a spinal cord surrounded by cartilage or bone. The vertebrates are also characterized by a muscular system consisting primarily of bilaterally paired masses and a central nervous system partly enclosed within the backbone. The 7 classes of vertebrates are: Class Aves, Class Reptilia, Class Agnatha, Class Amphibia, Class Mammalia, Class Osteichthyes, Class Chondrichthyes. Read more...iWorksheets :3Vocabulary :3
S:LS3:11:3.4. Natural Selection: Students will analyze present day data and research in areas, including antibiotic resistance in bacteria, changes in viral genomes, such as bird flu, and DNA sequencing; and relate it to the concepts of natural selection.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:LS3:11:3.5. Natural Selection: Students will identify and describe ways genes may be changed and combined to create genetic variation within a species.
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
S:LS3:11:3.6. Natural Selection: Students will explain that gene mutations and new combinations may have a variety of effects on the organism, including positive and negative ones, or none at all.
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
S:LS3:11:3.7. Natural Selection: Students will explain the concepts of Mendelian genetics.
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
NH.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
S:LS4:11:1.1. Behavior: Students will recognize that the immune system, endocrine system, and nervous system can affect the homeostasis of an organism.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
S:LS4:11:1.2. Behavior: Students will describe how the functions of all the human body systems are interrelated at a chemical level and how they maintain homeostasis.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
S:LS4:11:2.1. Disease: Students will explain that disease in organisms can be caused by intrinsic failures of the system or infection by other organisms, and describe as well as provide examples of how some diseases are caused by: the breakdown in cellular function, congenital conditions, genetic disorders, malnutrition, and emotional health, including stress.
DNA technology/genetic engineeringThis topic is about biology and Forensic science. Students will learn to identify the structure and function of DNA, RNA and protein. They will also learn to describe the importance of generic information to forensics. Read more...iWorksheets :4Vocabulary :3
Microorganisms IHyphae - threadlike filaments of branching cells that make up the bodies of multicellular fungi. Gymnosperm - group of vascular plants that develop seeds without a protective outer covering; they do not produce flowers or fruit. Flagellum - a tail-like structure found on bacteria and select protists which helps them to move. Volvox - a freshwater, chlorophyll-containing green alga, that occurs in ball-shaped colonies. Read more...iWorksheets :4Vocabulary :5
S:LS4:11:2.6. Disease: Students will use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations).
Microorganisms IHyphae - threadlike filaments of branching cells that make up the bodies of multicellular fungi. Gymnosperm - group of vascular plants that develop seeds without a protective outer covering; they do not produce flowers or fruit. Flagellum - a tail-like structure found on bacteria and select protists which helps them to move. Volvox - a freshwater, chlorophyll-containing green alga, that occurs in ball-shaped colonies. Read more...iWorksheets :4Vocabulary :5
S:LS4:11:3.2. Human Identity: Students will explain how the immune system functions to prevent and fight disease.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
S:LS4:11:3.3. Human Identity: Students will explain how the immune system, endocrine system, or nervous system works and draw conclusions about how systems interact to maintain homeostasis in the human body.
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
NH.LS5. Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:LS5:11:1.1. Design Technology: Students will describe ways in which technology has increased our understanding of the life sciences.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
S:LS5:11:1.2. Design Technology: Students will understand that technology is designed with a particular function in mind, and principles of life science are useful in creating technology for the life sciences.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
S:LS5:11:2.1. Tools: Students will describe the use and benefits of equipment such as light microscopes, transmission electron microscopes, scanning electron microscopes, spectrophotometers, probes, and robotics to the study of the life sciences.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
NH.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).
S:PS1:11:1.1. Composition: Students will recognize and describe the structure of an atom and explain how the major components interact with one another.
S:PS1:11:1.2. Composition: Students will recognize how elements are arranged in the periodic table; and explain how this arrangement illustrates the repeating patterns among elements with similar properties, such as the relationship between atomic number and atomic mass.
S:PS1:11:1.4. Composition: Students will define isotopes; recognize that most elements have two or more isotopes; and explain that although the number of neutrons has little affect on how the atom interacts with others, they do affect the mass and stability of the nucleus.
S:PS1:11:1.6. Composition: Students will model and explain the structure of an atom or explain how an atom's electron configuration, particularly the outermost electron(s), determines how that atom can interact with other atoms.
S:PS1:11:2.1. Properties: Students will explain that the physical properties of a compound are determined by its molecular structure and the interactions among the molecules.
S:PS1:11:2.3. Properties: Students will explain how the chemical properties of an element are governed by the electron configuration of atoms, and describe how atoms interact with one another by transferring or sharing the outermost electrons.
S:PS1:11:2.4. Properties: Students will explain that radioactive materials are unstable and undergo spontaneous nuclear reactions, which emit particles and/or wavelike radiation.
S:PS1:11:2.5. Properties: Students will explain that states of matter rely on the arrangement and motion of molecules; and differentiate between the structures of solids, liquids, and gases.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
S:PS1:11:2.6. Properties: Students will use physical and chemical properties as determined through an investigation to identify a substance.
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
NH.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
S:PS2:11:1.4. Change: Students will recognize that the rates of chemical reactions can vary greatly; and identify the factors that influence these reaction rates, such as how often the reacting atoms and molecules encounter one another, the temperature, and the properties of the reacting species, including shape.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
S:PS2:11:1.5. Change: Students will explain relationships between and among electric charges, magnetic fields, electromagnetic forces, and atomic particles.
S:PS2:11:2.4. Conservation: Students will identify the variety of structures that may be formed from the bonding of carbon atoms, and describe their roles in various chemical reactions, including those required for life processes.
S:PS2:11:3.1. Energy: Students will explain that all energy can be considered to be either kinetic energy, potential energy, or energy contained by a field.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
S:PS2:11:3.4. Energy: Students will explain the range of the electromagnetic spectrum as it relates to both wavelength and energy; and provide examples of practical applications of the different wavelengths in the spectrum.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
S:PS2:11:3.5. Energy: Students will recognize that the human eye can only see a narrow range of wavelengths within the electromagnetic spectrum; and explain how the variations of wavelength within that range of visible light are perceived as differences in color.
S:PS2:11:3.6. Energy: Students will describe the relationship between heat and temperature, explaining that heat energy consists of the random motion and vibrations of atoms, molecules, and ions; and that the higher the temperature, the greater the atomic or molecular motion.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
S:PS2:11:3.7. Energy: Students will explain that waves, such as light, seismic, sound waves, have energy and can transfer energy when they interact with matter.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
S:PS2:11:3.8. Energy: Students will explain that nuclear reactions convert a fraction of the mass of interacting particles into energy and release much greater amounts of energy than atomic interactions.
S:PS2:11:3.9. Energy: Students will describe how electrons flow easily in some materials, such as metals, whereas in insulating materials, such as glass, they can hardly flow at all.
S:PS2:11:3.10. Energy: Students will using information provided about chemical changes, draw conclusions about the energy flow in a given chemical reaction (e.g., exothermic reactions, endothermic reactions).
NH.PS3. Physical Science: The motion of an object is affected by force.
S:PS3:11:1.1. Forces: Students will explain that magnetic forces are related to the action of electrons and can be thought of as different aspects of a single electromagnetic force; and describe how the interplay of these forces is the basis for electric motors, generators, radio, television, and many other modern technologies.
ElectromagnetismThe production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3
S:PS3:11:1.5. Forces: Students will recognize that electromagnetic forces exist within and between atoms.
S:PS3:11:1.6. Forces: Students will recognize that different kinds of materials respond to electric forces in various ways; and differentiate between insulators, semiconductors, conductors and superconductors.
S:PS3:11:1.7. Forces: Students will describe the difference between materials that contain equal proportions of positive and negative charges and those that have a very small excess or deficit of negative charges.
S:PS3:11:1.8. Forces: Given information (e.g., graphs, data, diagrams), students will use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
S:PS3:11:2.2. Motion: Students will recognize that apparent changes in wavelength can provide information about changes in motion; explain that the observed wavelength of a wave depends upon the relative motion of the source and the observer; and relate these to the differences between shorter and longer wavelengths.
S:PS3:11:2.3. Motion: Students will apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
S:PS3:11:2.4. Motion: Students will explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
NH.PS4. Physical Science: The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:PS4:11:3.2. Social Issues (Local and Global): Energy, Power, and Transportation Manufacturing: Students will demonstrate and explain how an engine converts chemical energy in the form of fuel, into mechanical energy in the form of motion.
S:PS4:11:3.4. Social Issues (Local and Global): Energy, Power, and Transportation Manufacturing: Students will explain the relationship between energy and power.
NH.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.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
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.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
NH.SPS1. Science Process Skills: Scientific Inquiry and Critical Thinking Skills
S:SPS1:11:3.1. Conducting Scientific Investigations: Students will apply skills from previous grades and select and use apparatus and material safely.
S:SPS1:11:3.2. Conducting Scientific Investigations: Students will apply skills from previous grades and use instruments effectively and accurately for collecting data.
S:SPS1:11:4.1. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and compile and display data, evidence and information by hand and computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatter plots.
NH.SPS2. Science Process Skills: Unifying Concepts of Science
S:SPS2:11:1.7. Nature of Science: Students will apply skills from previous grades and realize that in science, the testing, revising, and occasional discarding of theories, new and old, never ends; this ongoing process leads to an increasingly better understanding of how things work in the world but not to absolute truth.
S:SPS2:11:4.1. Patterns of Change: Students will apply skills from previous grades and recognize that things can change in detail, but remain the same in general (e.g., the players change but the team remains, the cells are replaced but the organism remains); sometimes counterbalancing changes are necessary for a thing to retain its essential constancy in the presence of changing conditions.
S:SPS2:11:4.2. Patterns of Change: Students will apply skills from previous grades and describe how graphs and equations are useful (and often equivalent) ways for depicting and analyzing patterns of change.
S:SPS2:11:4.4. Patterns of Change: Students will apply skills from previous grades and describe how in evolutionary change, the present arises from the materials and forms of the past, more or less gradually, and in ways that can be explained.
NH.SPS3. Science Process Skills: Personal, Social, and Technological Perspectives
S:SPS3:11:2.8. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and analyze global, social, cultural, political, economic and environmental linkages.
NH.SPS4. Science Process Skills: Science Skills for Information, Communication and Media Literacy
S:SPS4:11:1.1. Information and Media Literacy: Students will apply skills from previous grades and select and analyze information from various sources (including electronic resources, print resources, community resources) and personally collected data to answer questions being investigated.
S:SPS4:11:3.1. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and pursue scientific inquiry such as observation, measurement, hypothesis formation and analysis, and value 'habits of mind' such as persistence, accuracy, and collaboration.
NH.ESS1. Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
S:ESS1:11:1.1. Atmosphere, Climate, and Weather: Students will explain how winds and ocean currents are created on the Earth's surface.
S:ESS1:11:1.2. Atmosphere, Climate, and Weather: Students will explain how heat and energy transfer in and out of the atmosphere; and provide examples of how it is related to weather and climate.
S:ESS1:11:2.1. Composition and Features: Students will recognize that elements exist in fixed amounts and describe how they move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles, such as the water, carbon and nitrogen cycles.
S:ESS1:11:2.3. Composition and Features: Students will explain the theory of plate tectonics.
S:ESS1:11:2.4. Composition and Features: Students will describe the movement of crustal plates and explain how the effects have altered the Earth's features.
S:ESS1:11:3.1. Fossils and Geologic Time: Students will identify and describe the methods used to measure geologic time, such as fossil identification, radioactive dating, and rock sequences.
S:ESS1:11:3.2. Fossils and Geologic Time: Students will relate how geologic time is determined using various dating methods (e.g., radioactive decay, rock sequences, fossil records).
S:ESS1:11:4.1. Observation of the Earth from Space: Provided with geologic data (including movement of plates) on a given locale, students will predict the likelihood for an earth event (e.g. volcanoes mountain ranges, islands, earthquakes, tides, tsunamis).
S:ESS1:11:5.1. Processes and Rates of Change: Students will explain that the Earth is composed of interactive layers, which have distinct compositions, physical properties and processes.
S:ESS1:11:5.2. Processes and Rates of Change: Students will relate plate movement to earthquakes and volcanic activity, and explain how it results in tectonic uplift and mountain building.
S:ESS1:11:5.4. Processes and Rates of Change: Students will provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
S:ESS1:11:5.5. Processes and Rates of Change: Students will trace the development of the theory of plate tectonics.
S:ESS1:11:5.6. Processes and Rates of Change: Students will explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
S:ESS1:11:6.1. Rock Cycles: Students will explain that throughout the rock cycle, the total amount of the material remains the same.
S:ESS2:11:2.2. Energy: Students will explain how the inclination of incoming solar radiation can impact the amount of energy Earth receives on any given surface area.
S:ESS2:11:2.3. Energy: Students will explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
S:ESS2:11:3.1. Solar System: Students will explain how gravitational force influenced the formations of the planets and their moons; and describe how these objects move in patterns under its continued influence.
NH.ESS3. Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
S:ESS3:11:2.1. Stars and Galaxies: Students will identify and describe the characteristics common to most stars in the universe.
S:ESS3:11:2.3. Stars and Galaxies: Students will explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycles of stars.
S:ESS3:11:3.4. Universe: Based on the nature of electromagnetic waves, students will explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra).
NH.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
S:PS2:11:1.4. Change: Students will recognize that the rates of chemical reactions can vary greatly; and identify the factors that influence these reaction rates, such as how often the reacting atoms and molecules encounter one another, the temperature, and the properties of the reacting species, including shape.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
S:PS2:11:3.1. Energy: Students will explain that all energy can be considered to be either kinetic energy, potential energy, or energy contained by a field.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
S:PS2:11:3.4. Energy: Students will explain the range of the electromagnetic spectrum as it relates to both wavelength and energy; and provide examples of practical applications of the different wavelengths in the spectrum.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
S:PS2:11:3.6. Energy: Students will describe the relationship between heat and temperature, explaining that heat energy consists of the random motion and vibrations of atoms, molecules, and ions; and that the higher the temperature, the greater the atomic or molecular motion.
S:PS2:11:3.7. Energy: Students will explain that waves, such as light, seismic, sound waves, have energy and can transfer energy when they interact with matter.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
S:PS2:11:3.9. Energy: Students will describe how electrons flow easily in some materials, such as metals, whereas in insulating materials, such as glass, they can hardly flow at all.
S:PS2:11:3.10. Energy: Students will using information provided about chemical changes, draw conclusions about the energy flow in a given chemical reaction (e.g., exothermic reactions, endothermic reactions).
S:PS3:11:1.6. Forces: Students will recognize that different kinds of materials respond to electric forces in various ways; and differentiate between insulators, semiconductors, conductors and superconductors.
S:PS3:11:1.7. Forces: Students will describe the difference between materials that contain equal proportions of positive and negative charges and those that have a very small excess or deficit of negative charges.
S:PS3:11:1.8. Forces: Given information (e.g., graphs, data, diagrams), students will use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
S:PS3:11:2.3. Motion: Students will apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
S:PS3:11:2.4. Motion: Students will explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
NH.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.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
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.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
S:SPS1:11:3.2. Conducting Scientific Investigations: Students will apply skills from previous grades and use instruments effectively and accurately for collecting data.
S:SPS1:11:4.1. Representing and Understanding Results of Investigations: Students will apply skills from previous grades and compile and display data, evidence and information by hand and computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatter plots.
NH.SPS2. Science Process Skills: Unifying Concepts of Science
S:SPS2:11:1.7. Nature of Science: Students will apply skills from previous grades and realize that in science, the testing, revising, and occasional discarding of theories, new and old, never ends; this ongoing process leads to an increasingly better understanding of how things work in the world but not to absolute truth.
S:SPS2:11:4.1. Patterns of Change: Students will apply skills from previous grades and recognize that things can change in detail, but remain the same in general (e.g., the players change but the team remains, the cells are replaced but the organism remains); sometimes counterbalancing changes are necessary for a thing to retain its essential constancy in the presence of changing conditions.
S:SPS2:11:4.2. Patterns of Change: Students will apply skills from previous grades and describe how graphs and equations are useful (and often equivalent) ways for depicting and analyzing patterns of change.
S:SPS2:11:4.4. Patterns of Change: Students will apply skills from previous grades and describe how in evolutionary change, the present arises from the materials and forms of the past, more or less gradually, and in ways that can be explained.
NH.SPS3. Science Process Skills: Personal, Social, and Technological Perspectives
S:SPS3:11:2.8. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and analyze global, social, cultural, political, economic and environmental linkages.
NH.SPS4. Science Process Skills: Science Skills for Information, Communication and Media Literacy
S:SPS4:11:1.1. Information and Media Literacy: Students will apply skills from previous grades and select and analyze information from various sources (including electronic resources, print resources, community resources) and personally collected data to answer questions being investigated.
S:SPS4:11:3.1. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and pursue scientific inquiry such as observation, measurement, hypothesis formation and analysis, and value 'habits of mind' such as persistence, accuracy, and collaboration.
NH.ESS1. Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
S:ESS1:11:1.1. Atmosphere, Climate, and Weather: Students will explain how winds and ocean currents are created on the Earth's surface.
S:ESS1:11:1.2. Atmosphere, Climate, and Weather: Students will explain how heat and energy transfer in and out of the atmosphere; and provide examples of how it is related to weather and climate.
S:ESS1:11:2.1. Composition and Features: Students will recognize that elements exist in fixed amounts and describe how they move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles, such as the water, carbon and nitrogen cycles.
S:ESS1:11:2.3. Composition and Features: Students will explain the theory of plate tectonics.
S:ESS1:11:2.4. Composition and Features: Students will describe the movement of crustal plates and explain how the effects have altered the Earth's features.
S:ESS1:11:3.1. Fossils and Geologic Time: Students will identify and describe the methods used to measure geologic time, such as fossil identification, radioactive dating, and rock sequences.
S:ESS1:11:3.2. Fossils and Geologic Time: Students will relate how geologic time is determined using various dating methods (e.g., radioactive decay, rock sequences, fossil records).
S:ESS1:11:4.1. Observation of the Earth from Space: Provided with geologic data (including movement of plates) on a given locale, students will predict the likelihood for an earth event (e.g. volcanoes mountain ranges, islands, earthquakes, tides, tsunamis).
S:ESS1:11:5.1. Processes and Rates of Change: Students will explain that the Earth is composed of interactive layers, which have distinct compositions, physical properties and processes.
S:ESS1:11:5.2. Processes and Rates of Change: Students will relate plate movement to earthquakes and volcanic activity, and explain how it results in tectonic uplift and mountain building.
S:ESS1:11:5.4. Processes and Rates of Change: Students will provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
S:ESS1:11:5.5. Processes and Rates of Change: Students will trace the development of the theory of plate tectonics.
S:ESS1:11:5.6. Processes and Rates of Change: Students will explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
S:ESS1:11:6.1. Rock Cycles: Students will explain that throughout the rock cycle, the total amount of the material remains the same.
S:ESS2:11:2.2. Energy: Students will explain how the inclination of incoming solar radiation can impact the amount of energy Earth receives on any given surface area.
S:ESS2:11:2.3. Energy: Students will explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
S:ESS2:11:3.1. Solar System: Students will explain how gravitational force influenced the formations of the planets and their moons; and describe how these objects move in patterns under its continued influence.
NH.ESS3. Earth Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
S:ESS3:11:2.1. Stars and Galaxies: Students will identify and describe the characteristics common to most stars in the universe.
S:ESS3:11:2.3. Stars and Galaxies: Students will explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycles of stars.
S:ESS3:11:3.4. Universe: Based on the nature of electromagnetic waves, students will explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra).
NH.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
S:PS2:11:1.4. Change: Students will recognize that the rates of chemical reactions can vary greatly; and identify the factors that influence these reaction rates, such as how often the reacting atoms and molecules encounter one another, the temperature, and the properties of the reacting species, including shape.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
S:PS2:11:3.1. Energy: Students will explain that all energy can be considered to be either kinetic energy, potential energy, or energy contained by a field.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
S:PS2:11:3.4. Energy: Students will explain the range of the electromagnetic spectrum as it relates to both wavelength and energy; and provide examples of practical applications of the different wavelengths in the spectrum.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
S:PS2:11:3.7. Energy: Students will explain that waves, such as light, seismic, sound waves, have energy and can transfer energy when they interact with matter.
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
S:PS2:11:3.9. Energy: Students will describe how electrons flow easily in some materials, such as metals, whereas in insulating materials, such as glass, they can hardly flow at all.
S:PS3:11:1.6. Forces: Students will recognize that different kinds of materials respond to electric forces in various ways; and differentiate between insulators, semiconductors, conductors and superconductors.
S:PS3:11:1.7. Forces: Students will describe the difference between materials that contain equal proportions of positive and negative charges and those that have a very small excess or deficit of negative charges.
S:PS3:11:1.8. Forces: Given information (e.g., graphs, data, diagrams), students will use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
S:PS3:11:2.3. Motion: Students will apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
S:PS3:11:2.4. Motion: Students will explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
NH.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.
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
NH.SPS1. Science Process Skills: Scientific Inquiry and Critical Thinking Skills
S:SPS1:12:1.3. Making Observations and Asking Questions: Students will apply skills from previous grades and make measurements and observations about a variety of events and phenomena, including those that occur during very small and very large time frames.
Lab investigations/scientific methodA biologist reported success in breeding a tiger with a lion, producing healthy offspring. Other biologists will accept this report as fact only if other researchers can replicate the experiment. Read more...iWorksheets :3
S:SPS1:12:1.5. Making Observations and Asking Questions: Students will apply skills from previous grades and use, evaluate and apply complex classification schemes based on an understanding of scientific concepts, laws and principles.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:SPS1:12:1.6. Making Observations and Asking Questions: Students will apply skills from previous grades and describe and apply classification systems and nomenclatures used in the sciences.
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
S:SPS1:12:2.2. Designing Scientific Investigations: Students will apply skills from previous grades and evaluate and select appropriate instruments for collecting data and evidence in an investigation.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
NH.SPS2. Science Process Skills: Unifying Concepts of Science
S:SPS2:12:4.1. Patterns of Change: Students will apply skills from previous grades and give examples of how in many physical, biological and social systems, changes in one direction tend to produce opposing (but somewhat delayed) influences, leading to repetitive cycles of behavior.
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
S:SPS2:12:5.6. Form and Function: Students will apply skills from previous grades and demonstrate that a variety of biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
NH.SPS3. Science Process Skills: Personal, Social, and Technological Perspectives
S:SPS3:12:2.8. Common Environmental Issues, Natural Resources Management and Conservation: Students will apply skills from previous grades and analyze global, social, cultural, political, economic and environmental linkages.
NH.SPS4. Science Process Skills: Science Skills for Information, Communication and Media Literacy
S:SPS4:12:1.1. Information and Media Literacy: Students will apply skills from previous grades and select and analyze information from various sources (including electronic resources, print resources, community resources) and personally collected data to answer questions being investigated.
S:SPS4:12:3.1. Critical Thinking and Systems Thinking: Students will apply skills from previous grades and pursue scientific inquiry such as observation, measurement, hypothesis formation and analysis, and value 'habits of mind' such as persistence, accuracy, and collaboration.
NH.ESS1. Earth Space Science: The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes.
S:ESS1:12:1.1. Atmosphere, Climate, and Weather: Students will identify and describe the layers of the atmosphere.
S:ESS1:12:6.1. Rock Cycle: Students will describe the processes that transform one type of rock into another, such as lithification, metamorphosis, and weathering on a chemical level.
NH.ESS2. Earth Space Science: The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships.
S:ESS2:12:1.1. Earth, Sun, and Moon: Students will understand how the Nebular Hypothesis, fusion, and the process of differentiation contributes to the structure and organization of the universe.
NH.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species).
S:LS1:12:2.1. Living Things and Organization: Students will compare the processes of mitosis and meiosis, including disruptions to the cycles, such as disease or cancer.
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
NH.LS3. Life Science: Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry).
S:LS3:12:3.1. Natural Selection: Students will understand the types of mutations that cause changes in DNA and cause the appearance of new alleles, such as frameshift and point mutations, and the chromosomal mutations of insertion, deletion, translocation, and duplication.
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
NH.LS5. Life Science: The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues.
S:LS5:12:1.1. Design Technology: Students will recognize the importance of technology as it relates to science, for purposes such as: access to information about living systems, medical diagnosis, sample collection and treatment, measurement, data collection, and storage, computation, and communication of information.
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
NH.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance).
S:PS1:12:1.3. Composition: Students will identify the sub-orbital shapes and geometric orientations of the orbitals electrons can occupy in atoms.
NH.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed.
S:PS2:12:1.1. Change: Students will explain the complete mole concept and identify ways in which it can be used, such as to differentiate between actual and relative mass.
S:PS2:12:3.2. Energy: Students will understand that activation energy is required to make a chemical reaction proceed, whether or not it is exothermic or endothermic.
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
NH.PS3. Physical Science: The motion of an object is affected by force.
S:PS3:12:1.1. Forces: Students will understand the four fundamental forces found in nature: gravitation, electromagnetism, strong nuclear force, and weak nuclear force.