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A Correlation ofPearsonInteractive Science 2011To theNext GenerationScience StandardsApril, 2013Grades 6-8
Dear Educator,As we embark upon a new and exciting science journey, Pearson is committed to offering its completesupport as classrooms transition to the new Next Generation Science Standards (NGSS). Ready-to-usesolutions for today and a forward-thinking plan for tomorrow connect teacher education anddevelopment, curriculum content and instruction, assessment, and information and school design andimprovement. We’ll be here every step of the way to provide the easiest possible transition to theNGSS with a coherent, phased approach to implementation.Pearson has long-standing relationships with contributors and authors who have been involved withthe development and review of the Next Generation Science Frameworks and subsequent NextGeneration Science Standards. As such, the spirit and pedagogical approach of the NGSS initiative isembedded in all of our programs, such as Interactive Science.The planning and development of Pearson’s Interactive Science was informed by the samefoundational research as the NGSS Framework. Specifically, our development teams used Project2061, the National Science Education Standards (1996) developed by the National Research Council,as well as the Science Anchors Project 2009 developed by the National Science Teachers Associationto inform the development of this program. As a result, students make connections throughout theprogram to concepts that cross disciplines, practice science and engineering skills, and build on theirfoundational knowledge of key science ideas.Interactive Science is a middle school science program composed of twelve student modulesspanning life, earth, physical, and nature topics that makes learning personal, engaging, and relevantfor today’s student. Interactive Science features an innovative Write-in Student Edition that enablesstudents to become active participants in their learning and truly connect the Big Ideas of science totheir world.Interactive Science ModulesScience and TechnologyHuman Body SystemsEarth’s StructureEcology and the EnvironmentIntroduction to ChemistryEarth’s SurfaceCells and HeredityForces and EnergyWater and the AtmosphereThe Diversity of LifeSound and LightAstronomy and Space ScienceThe following document demonstrates how Interactive Science, 2011, Grades 6-8, supports theNext Generation Science Standards (NGSS). Correlation references are to the Student Editions,Teacher Editions, and Teacher Lab Resources, as well as to the following ancillary books: ChapterActivities and Projects, Scenario-Based Investigations, and STEM Activity Book.
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8Table of ContentsPhysical Science. 4Life Science . 43Earth and Space Science . 76Engineering, Technology, and Applications of Science .122SE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource3
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8MS.Structure and Properties of MatterMS-PS1-1Students who demonstrate understanding can:Develop models to describe the atomic composition of simple molecules and extended structures.[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could includeammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models couldinclude drawings, 3D ball and stick structures or computer representations showing different molecules with different types of atoms.] [AssessmentBoundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or acomplete depiction of all individual atoms in a complex molecule or extended structure.]INTERACTIVE SCIENCE: Diagrams describing the atomic composition of methane molecules,oxygen molecules, carbon dioxide molecules, and water molecules are shown in “Figure 5:Conservation of Mass” on SE/TE page 25 of the Introduction to Chemistry module. An overview ofthe concepts of atoms and molecules is included on page 10 in Chapter 1, Lesson 2, “ClassifyingMatter.” Models showing the atomic structure of water molecules in different phases are shown in“Figure 1: Melting” on SE/TE page 49. The use of chemical symbols and chemical formulas as a wayto model compounds is described in the section “How Are the Formulas and Names of IonicCompounds Written?” on SE/TE pages 134–135. Models describing the atomic composition of waterand sodium chloride are included in “Figure 6: A Sea of Bonding” on SE/TE pages 144–145.A model describing the extended atomic structure of DNA is shown in “Figure 1: DNA” on SE/TEpage 97 of the Introduction to Chemistry module. The structure of DNA is also described in Chapter4, Lesson 1, “The Genetic Code” on SE/TE pages 108-113 of the Cells and Heredity module. Modelsof DNA, mRNA, and proteins are described in “Figure 2: Protein Synthesis” on SE/TE pages 116–117.Students interpret diagrams showing the atomic composition of simple molecules in “Figure 1:Atoms and Molecules” on SE/TE page 10 of the Introduction to Chemistry module. Students makemodels to illustrate chemical reactions involving simple molecules in “Differentiated Instruction:Jellybean Reaction” on TE page 25. Students use chemical formulas to develop models of simplemolecules in the Apply It! on SE/TE page 135. Students use stick-and-ball building kits to developmodels of simple molecules in “Differentiated Instruction: Visualizing Molecules” on TE page 145.Students develop models of simple molecules when they draw nitrogen molecules and hydrogenmolecules in the Apply It! on SE/TE pages 172–173. Students use models that describe the atomiccomposition of DNA in “Figure 4: DNA Replication” on SE/TE pages 112–113 of the Cells andHeredity module. Students use models describing protein synthesis on SE/TE pages 116–117.Students use models to describe the atomic structure of a water molecule in “Modeling Atoms andMolecules” on page 13 of the TLR Introduction to Chemistry. They use models to describe theatomic composition of DNA in “Modeling the Genetic Code” on page 102 of the TLR Cells andHeredity. They model DNA and RNA in “What Is RNA” on TLR page 103. They develop models ofcompounds in “Models of Compounds” on pages 346–350 of the Chapter Activities and Projectsbook.The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:Science and Engineering PracticesDisciplinary Core IdeasDeveloping and Using ModelsModeling in 6–8 builds on K–5 and progresses todeveloping, using and revising models todescribe, test, and predict more abstractphenomena and design systems. Develop a model to predict and/or describephenomena.PS1.A: Structure and Properties of Matter Substances are made from different types ofatoms, which combine with one another in variousways. Atoms form molecules that range in sizefrom two to thousands of atoms.MODULE: Introduction toChemistrySE/TE:10, Figure 1 – Atoms andMODULE: Introduction toChemistrySE/TE:8–13, Classifying Matter80–87, Organizing the ElementsCrosscutting ConceptsScale, Proportion, and Quantity Time, space, and energy phenomena can beobserved at various scales using models to studysystems that are too large or too small.MODULE: Introduction toChemistrySE/TE:49, Figure 1 – Melting127, Apply It!SE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource4
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8Molecules135, Apply It!173, Apply It!176–177, Balancing ChemicalEquationsTE Only:25, Differentiated Instruction – L1Jellybean Reaction145, Differentiated Instruction –L1 Visualizing Molecules173, Differentiated Instruction –Jellybean Equation181E, Describing ChemicalReactions181F, Describing ChemicalReactionsTLR:13, Modeling Atoms andMolecules148, Did You Lose Anything?149, Information in a ChemicalEquation150, Is Matter Conserved?MODULE: Cells and HereditySE/TE:112–113, Figure 4: DNAReplication116–117, Figure 2: ProteinSynthesisTLR:102, Modeling the Genetic Code103, What Is RNA?104, Modeling Protein Synthesis105 Oops!Chapter Activities andProjects:346–350, Models of Compounds84–85, Figure 4: The PeriodicTable92–95, How Are MetalsClassified?99–103, What Are the FamiliesContaining Nonmetals?125-129, Atoms, Bonding, andthe Periodic Table130–137, Ionic Bonds132, Figure 3 – Formation of anIonic Bond138–145, Covalent Bonds140, Figure 2 – Covalent Bonds144–145, Figure 6 – A Sea ofBonding146–151, Bonding in MetalsTE Only:9, Build Inquiry – ElementsEverywhere10, 21st Century Learning13, Differentiated Instruction – L3All About Matter13, Build Inquiry – Getting theIron Out92, Teacher Demo – DifferentiateAlkali Metals95, Differentiated Instruction – L3Alloys103, Differentiated Instruction –L3 Computer Chips137, Enrich – Ionic Bonds145, Differentiated Instruction –L3 Carbon Chains145F, Enrich – Covalent Bonds137F, Enrich – Pulling AwayElectrons139, Figure 1 – Electron Sharing140, Figure 2 – Covalent Bonds144 Figure 5 – Nonpolar and PolarMolecules145–146, Figure 6 – A Sea ofBonding147, Figure 1 – Metallic Bonding173, Apply It!TE Only53, Differentiated Instruction –Diagram Changes127, Differentiated Instruction –L1 Electron Dot Diagrams145F, Enrich – Oil Spills151, Differentiated Instruction –L1 Alloys151D, Review and Reinforce –Bonding in MetalsTLR:40, Modeling Particles109, How Do Ions Form?122, Sharing ElectronsTLR:108, Element Chemistry Solids may be formed from molecules, or theymay be extended structures with repeatingsubunits (e.g., crystals)MODULE: Introduction toChemistrySE/TE:41–42, How Do You Describe aSolid?42, Figure 2 – Types of Solids136, Ionic Crystals147, What Is the CrystalStructure of a Metal?TE Only:41, Build Inquiry–ObserveCrystals42, Teacher Demo–Classify SolidsTLR:40, Modeling ParticlesSE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource5
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8MS.Structure and Properties of MatterMS-PS1-3Students who demonstrate understanding can:Gather and make sense of information to describe that synthetic materials come from naturalresources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form thesynthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment islimited to qualitative information.]INTERACTIVE SCIENCE: Students make sense of information to describe how some detergentshave a beneficial impact on society in “Enrich: Oil Spills” on TE page 145F of the Introduction toChemistry module. Students research synthetic glassy metals and evaluate the impact onsociety of these materials in “Sci-Fi Metal” on SE/TE page 157. Students make sense ofinformation about fuel cells when they answer the questions in “Figure 6: How Can ChemicalReactions Generate Speed?” on SE/TE pages 178–179. Students learn that many detergents use anonrenewable natural resource (petroleum) as a basis in “Can You Be Clean and Green?” on SE/TEpage 193. Students research surfactants to gather and make sense of information related tothe claims of detergent manufacturers in “Think Like a Scientist” on TE page 193.The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:Science and Engineering PracticesDisciplinary Core IdeasCrosscutting ConceptsObtaining, Evaluating, and CommunicatingInformationObtaining, evaluating, and communicatinginformation in 6–8 builds on K–5 and progressesto evaluating the merit and validity of ideas andmethods. Gather, read, and synthesize information frommultiple appropriate sources and assess thecredibility, accuracy, and possible bias of eachpublication and methods used, and describe howthey are supported or not supported by evidence.PS1.A: Structure and Properties of Matter Each pure substance has characteristicphysical and chemical properties (for any bulkquantity under given conditions) that can be usedto identify it. (Note: This Disciplinary Core Idea isStructure and Function Structures can be designed to serve particularfunctions by taking into account properties ofdifferent materials, and how materials can beshaped and used.MODULE: Introduction toChemistrySE/TE:5–7, What Properties DescribeMatter?9, Elements19, Figure 4 – Using Density80–87, Organizing the Elements88–95, Metals93, Do the Math!96–103, Nonmetals andMetalloids118, Discovery of the Elements124–129, Atoms, Bonding, andthe Periodic TableMODULE: Introduction toChemistrySE/TE:146, My Planet Diary –Superconductors148–149, Figure 2: Properties ofMetals150, Apply It!151, Alloys157, Sci-Fi Metal182, My Planet Diary – Up inFlamesTE Only:87F, Enrich – Properites of a“Missing” Element92, Teacher Demo –Differentiating Alkalai Metals95E, Enrich – More Properties ofMetals137, Differentiated Instruction –L3 Melting PointsMODULE: Forces and EnergySE/TE:152, Aerogel Windows153, Thermal ExpansionMODULE: Introduction toChemistryTE Only:157, Technology and Society193, Think Like a Studentalso addressed by MS-PS1-2.)TE Only:157, Technology and SocietyTE Only:147E, Enrich – Thermostats152, Frontiers and Technology153, Everyday ScienceTLR:79–87, Copper or Carbon? That Isthe QuestionSE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource6
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-890, Carbon—A Nonmetal108, Element Chemistry112–120, Shedding Light on Ions123, Properties of MolecularCompounds126, Metal Crystals127, What Do Metals Do?176, Does It Dissolve?183, pHone HomePS1.B: Chemical Reactions Substances react chemically in characteristicways. In a chemical process, the atoms that makeup the original substances are regrouped intodifferent molecules, and these new substanceshave different properties from those of thereactants. (Note: This Disciplinary Core Idea isalso addressed by MS-PS1-2 and MS-PS1-5.)MODULE: Introduction toChemistrySE/TE:165, Bonding and ChemicalChange165, Figure 3: Breaking andMaking Bonds173, Apply It!174–177, How Is Mass ConservedDuring a Chemical Reaction?180–181, What Are the ThreeTypes of Chemical Reactions?180, Apply It!213–214, What Are the Propertiesof Acids?215–217, What Are the Propertiesof Bases?222–223, What Are the Productsof Neutralization?229, Limestone and Acid DrainageTE Only:168, Teacher Demo – A ToasterReaction181, Build Inquiry – TheDisappearing Penny187E, Enrich – Flameless RationHeatersTLR:137, What Happens WhenChemicals React?138, Observing Change148, Did You Lose Anything?180, Properties of Acids181, Properties of BasesMODULE: Sound and LightSE/TE:16, My Planet Diary – The Fall ofGalloping ----Connections to Engineering, Technology,and Applications of ScienceInterdependence of Science, Engineering,and Technology Engineering advances have led to importantdiscoveries in virtually every field of science, andscientific discoveries have led to the developmentof entire industries and engineered systems.MODULE: Introduction toChemistrySE/TE:146, My Planet Diary –Superconductors157, Sci-Fi Metal178–179, Figure 6 – How CanChemical Reactions GenerateSpeed?MODULE: Forces and EnergyTE Only:147E, Enrich – ThermostatsInfluence of Science, Engineering andTechnology on Society and the NaturalWorld The uses of technologies and any limitationson their use are driven by individual or societalneeds, desires, and values; by the findings ofscientific research; and by differences in suchfactors as climate, natural resources, andeconomic conditions. Thus technology use variesfrom region to region and over time.MODULE: Introduction toChemistryTE Only :145F, Enrich – Oil Spills179, Differentiated Instruction –L3 Fuel Cells: Present and FutureMODULE: Forces and EnergySE/TE:130, Charge It!TE Only:130, Museum of Science182, What Can Cabbage Juice TellYou?SE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource7
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8MS.Structure and Properties of MatterMS-PS1-4Students who demonstrate understanding can:Develop a model that predicts and describes changes in particle motion, temperature, and state of apure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitativemolecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of theparticles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules orinert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]INTERACTIVE SCIENCE: Background on the states of matter is presented in the Introduction toChemistry module, Chapter 2, “Solids, Liquids, and Gases.” In Lesson 1, SE/TE pages 40-47, solid,liquid, and gas are defined and discussed. The arrangement of particles in solids is discussed in“How Do You Describe a Solid” on SE/TE page 41. The arrangement of particles in liquids isdiscussed in “How Do you Describe a Liquid” on SE/TE page 43. The arrangement of particles ingases is discussed in “How Do you Describe a Gas?” on SE/TE page 45. On SE/TE page 47, theeffect of temperature upon a gas is discussed. In Lesson 2, SE/TE pages 48-55, changes of stateand the relationship to change in temperature and particle motion is presented. In Lesson 3, SE/TEpages 56-59, the effect on pressure and volume in gases as temperature changes is presented.Students use models of particles in melting ice cubes in “Figure 1: Melting” on SE/TE page 49.Students develop models to describe changes in particle motion as particles move from one stateto another in “Differentiated Instruction: Diagram Changes” on TE page 53. Students use modelsof gas particles at low and temperatures in “Figure 1: Temperatures and Gas Pressures” on SE/TEpage 57 and “Figure 3: Charles’s Law” on SE/TE page 58. Students explain how a change inthermal energy relates to the motion of particles during a change of state in “Figure 5: TheChanging States of Water” on SE/TE pages 54–55. Students form a hypothesis about change instate in “What Happens When You Breathe on a Mirror?” on TLR page 43. In “Melting Ice” on TLRpages 44-52, students form a hypothesis about the source of thermal energy that causes ice tomelt. In “Keeping Cool,” on TLR page 53, students observe the effect on the temperature of aliquid as it evaporates. In “Observing Sublimation,” on TLR page 54, students observe the effect onthe temperature of the surrounding liquid as dry ice sublimates. In “How Are Pressure andTemperature Related?,” TLR page 56, and in “Hot and Cold Balloons,” on TLR page 57, studentsindirectly observe the relationship between temperature and the speed of molecules in a gas.The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:Science and Engineering PracticesDisciplinary Core IdeasCrosscutting ConceptsDeveloping and Using ModelsModeling in 6–8 builds on K–5 and progresses todeveloping, using and revising models todescribe, test, and predict more abstractphenomena and design systems. Develop a model to predict and/or describephenomena.PS1.A: Structure and Properties of Matter Gases and liquids are made of molecules orinert atoms that are moving about relative to eachother.Cause and Effect Cause and effect relationships may be used topredict phenomena in natural or designedsystems.MODULE: Introduction toChemistrySE/TE:40-47, States of Matter48-55, Changes of State56-59 Gas BehaviorMODULE: Introduction toChemistrySE/TE Only:49–50, What Happens to theParticles of a Solid as It Melts?51–52, What Happens to theParticles of a Liquid When ItVaporizes?53, What Happens to the Particlesof a Solid as It Sublimes?54–55, Figure 5: The ChangingStates of Water56–57, How are Pressure andTemperature of a Gas Related?58–59, How are Volume andMODULE: Introduction toChemistrySE/TE Only:49, Figure 1 – Melting57, Figure 1 – Temperature andGas Pressure58, Figure 3 – Charles’s LawTE Only:45, Differentiated Instruction – L1Model Gases46, Teacher to TeacherTE Only:53, Differentiated Instruction –Diagram Changes55, Differentiated Instruction –Diagram Changes in StateTLR:56, How are Pressure andSE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource8
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-847, Differentiated Instruction – L1Temperature and Movement ofParticles53, Differentiated Instruction – L1Diagram ChangesTLR:43, What Happens When YouBreathe on a Mirror?Temperature Related?57, Hot and Cold BalloonsTemperature of a Gas Related?66, Scuba Diving In a liquid, the molecules are constantly incontact with others; in a gas, they are widelyspaced except when they happen to collide. In asolid, atoms are closely spaced and may vibrate inposition but do not change relative locations.TE Only:52, Differentiated Instruction – L3Defrosters55, Differentiated Instruction – L1Changing the Freezing Point ofWater MODULE: Introduction toChemistrySE/TE:40-47, States of Matter41, Figure 1 – Solid43, Figure 3 – Liquid45, Figure 5 – Gas48-55, Changes of State56-59, Gas BehaviorTLR:43, What Happens When YouBreathe on a Mirror?53, Keeping Cool54, Observing Sublimation56, How Are Temperature andPressure Related?57, Hot and Cold BalloonsTE Only:41, Build Inquiry – ObserveCrystals45, Address Misconceptions45, Differentiated InstructionTLR:39, What Are Solids, Liquids, andGases?56, How Are Pressure andTemperature Related?57, Hot and Cold Balloons The changes of state that occur with variationsin temperature or pressure can be described andpredicted using these models of matter.MODULE: Introduction toChemistrySE/TE:48-55, Changes of State49, Figure 1 – Melting51, Figure 2 – Types ofVaporization56-59, Gas Behavior57, Figure 1 – Temperature andGas Pressure58, Figure 3 – Charles’s LawTE Only:51, Build Inquiry - EvaporationTLR:44-52, Melting Ice53, Keeping Cool54, Observing SublimationSE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource9
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8PS3.A: Definitions of Energy The term “heat” as used in everyday languagerefers both to thermal motion (the motion ofatoms or molecules within a substance) andradiation (particularly infrared and light). Inscience, heat is used only for this secondmeaning; it refers to energy transferred when twoobjects or systems are at different temperatures.(Secondary to MS-PS1-4)MODULE: Introduction toChemistrySE/TE:26, Temperature, Thermal Energy27, Thermal Energy and Changesin Matter47, Temperature149, Thermal ConductivityTE Only:27, Differentiated Instruction47, 21st Century LearningMODULE: Forces and EnergySE/TE:139, Heat139, Vocabulary Skill139, Figure 2 – Heat140–143, The Transfer of Heat141, Figure 1 – Heat TransferTE Only:138, Teacher to Teacher The relationship between the temperature andthe total energy of a system depends on thetypes, states, and amounts of matter present.(secondary to MS-PS1-4)MODULE: Introduction toChemistrySE/TE:49–51, What Happens to theParticles of a Solid as It Melts?50, Apply It!51–52, What Happens to Particlesof a Liquid as It Vaporizes?TLR:53, Keeping CoolMODULE: Forces and EnergySE/TE:136–139, Temperature, ThermalEnergy, and Heat138, Apply It!TLR:Temperature and Thermal EnergySE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource10
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8MS.Chemical ReactionsMS-PS1-2Students who demonstrate understanding can:Analyze and interpret data on the properties of substances before and after the substances interactto determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugaror steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.] [Assessment Boundary: Assessment is limited to analysis of thefollowing properties: density, melting point, boiling point, solubility, flammability, and odor.]INTERACTIVE SCIENCE: Change in physical and chemical properties is discussed in theIntroduction to Chemistry module in Chapter 5, Lesson 1, “Observing Chemical Change,” on SE/TEpages 163-167. On page 163, students learn about the chemical changes to a copper penny thatbecomes tarnished. On page 165, students contrast the properties of the reactants oxygen andmagnesium with the properties of the product magnesium oxide. Students explain why theformation of table salt from sodium and chlorine is a chemical reaction in “DifferentiatedInstruction: Table Salt” on TE page 165. Students research the chemical reaction that happenswhen fruits ripen in “Differentiated Instruction: Ripening” on TE page 165. Students interpret dataon the chemical reaction that occurs when vinegar is added to baking soda in “Teacher Demo:Hopping Corn” on TE page 167. They interpret data on the chemical reaction that occurs whenbread is toasted in “Teacher Demo: A Toaster Reaction” on TE page 168.Students use data to explain chemical reactions and compare properties in “What Happens WhenChemicals React?” on TLR page 137 and in “Observing Change” on TLR page 138. In “Where’s theEvidence?” on TLR pages 139-147, students observe three different chemical reactions and recordtheir observations of changes in properties from reactants to products.The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 ScienceEducation:Science and Engineering PracticesDisciplinary Core IdeasCrosscutting ConceptsAnalyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 andprogresses to extending quantitative analysis toinvestigations, distinguishing between correlationand causation, and basic statistical techniques ofdata and error analysis. Analyze and interpret data to determinesimilarities and differences in findings.PS1.A: Structure and Properties of Matter Each pure substance has characteristicphysical and chemical properties (for any bulkquantity under given conditions) that can be usedto identify it. (Note: This Disciplinary Core Idea isPatterns Macroscopic patterns are related to the natureof microscopic and atomic-level structure.also addressed by MS-PS1-3.)TE Only:187, Build Inquiry – ComparingReaction Rates187D, Review and Reinforce –Controlling Chemical ReactionsMODULE: Introduction toChemistrySE/TE:5–7, What Properties DescribeMatter?9, Elements19, Figure 4 – Using Density80–87, Organizing the Elements88–95, Metals93, Do the Math!96–103, Nonmetals andMetalloids118, Discovery of the Elements124–129, Atoms, Bonding, andthe Periodic TableTLR:139–147, Where’s the Evidence?152, Can You Speed Up or SlowDown a Reaction?153, Modeling Activation EnergyTE Only:87F, Enrich – Properties of a“Missing” Element92, Teacher Demo –Differentiating Alkalai MetalsMODULE: Introduction toChemistrySE/TE:184, Figure 2 – Graphs ofExothermic and EndothermicReactions187, Figure 5 – CatalystsMODULE: Introduction toChemistrySE/TE:80–87, Organizing the Elements92–95, How Are MetalsClassified?96–105, Nonmetals andMetalloids136–137, What Are Properties ofIonic Compouns?141–142, What Are Properties ofMolecular Compounds?148–149, What Are Properties ofMetals?148–149, Figure 2: Properties ofMetals163-167, Observing ChemicalChangeTE Only:87F, Enrich – Properties of a“Missing” Element95E, Enrich – MetalsSE Student Edition; TE Teacher’s Edition; TLR Teacher’s Lab Resource11
A Correlation ofPearson Interactive Science, 12 Module Series, 2011to the Next Generation Science Standards – April, 2013Grades 6-8154, Effect of Temperature onChemical tions to Nature of ScienceScientific Knowledge is Based on EmpiricalEvidence Science knowledge is based upon logical andconceptual connections between evidence andexplanations. (MS-PS1-2)MODULE: Introduction toChemistrySE/TE:166-169, How Do You Identify aChemical Reaction?TE Only:167, Teacher Demo—HoppingCorn167, Differentiated Instruction –L1 Changes in Wood167, 21st Century LearningTLR:138, Observing Change139-147, Where’s the Evidence?95E, Enrich – More Properties ofMetals137, Differentiated Instruction –L3 Melting PointsTLR:79–87, Copper or Carbon? That Isthe Question90, Carbon—A Nonmetal108, Element Chemistry112–120, Shedding Light on Ions123, Properties of MolecularCompounds126, Metal Crystals127, What Do Metals Do?176, Does It Dissolve?183, pHone Home137F, Enrich – Pulling AwayElectrons165, Differentiated Instruction –L1 Table Salt167, 21st Century LearningTLR:77, Expanding the Periodic Table92, How Much Goes Away107, What Are the Trends in thePeriodic Table?122, Sharing Electrons123, Properties of M
foundational knowledge of key science ideas. Interactive Science is a middle school science program composed of twelve student modules spanning life, earth, physical, and nature topics that makes learning personal, engaging, and relevant for today’s student. Interactive Science fea
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Science Grade K Interactive Science Pearson Science Grade 1 Interactive Science Pearson Science Grade 2 Interactive Science Pearson Instructional Resources 2014-2015. . Speech/Oral Interpretation Grades 10-12 Essential Speech Cengage Learning English III Grade 11 Prentice Hall Lite
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Using Pearson Interactive Science. 23 Figure 5. Teacher and Student Perceptions of the Degree to which the Pearson Interactive . represents a model of inquiry-learning that lends itself to higher-order thinking skills and u
CUSTOMIZATION OF ANY INTERACTIVE SOFTWARE BY INTERACTIVE, CUSTOMER OR ANY THIRD PARTY EVEN IF SUCH CUSTOMIZATION AND/OR MODIFICATION IS DONE USING INTERACTIVE TOOLS, TRAINING OR METHODS DOCUMENTED BY INTERACTIVE. Interactive Intelligence Inc. 7601 Interactive Wa
This section contains a list of skills that the students will be working on while reading and completing the tasks. Targeted vocabulary words have been identified. There are links to videos to provide students with the necessary background knowledge. There is a Student Choice Board in which students will select to complete 4 out of the 9 activities. Student answer sheets are provided for .
