Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate safe practices as described in the Texas Safety Standards during classroom investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Safety-related procedure questions. | |
(ii) Student is expected to demonstrate safe practices as described in the Texas Safety Standards during outdoor investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Safety-related procedure questions. | |
(iii) Student is expected to demonstrate the use of safety equipment as described in the Texas Safety Standards during classroom investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Safety-related procedure questions. | |
(iv) Student is expected to demonstrate the use of safety equipment as described in the Texas Safety Standards during outdoor investigations | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Safety-related procedure questions. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to make informed choices in the conservation of materials | Lesson Citation | Acquire Knowledge |
Students learn about conservation of materials. | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Disposing of non-hazardous wastes, pages 2-3 |
Assessment Citation | Demonstrate Knowledge |
Students describe why it is important to conserve resources in several examples, such as using rechargeable batteries | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension questions 1, 3 page 3 | |
(ii) Student is expected to make informed choices in the disposal of materials | Lesson Citation | Acquire Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Disposing of hazardous wastes, pages 1-2 |
Assessment Citation | Demonstrate Knowledge |
Students learn how to properly dispose of laboratory wastes | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Comprehension Questions 1, 2 on page 2 | |
(iii) Student is expected to make informed choices in the recycling of materials | Lesson Citation | Acquire Knowledge |
Students learn about recycling of certain lab materials | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Disposing of non-hazardous wastes, pages 2-3 |
Assessment Citation | Demonstrate Knowledge |
Students describe why it is important to conserve resources in several examples, such as using rechargeable batteries | The Guided Learning: Disposal of Lab Wastes resource, which is part of the Lab Safety unit. | Warm-up questions (page 1) Comprehension question 2, page 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to describe simple experimental investigations testing one variable | Lesson Citation | Acquire Knowledge Learn Skill |
Students plan, describe, and implement an experiment to test the effect of different variables on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Whole activity |
Assessment Citation | Check Understanding Practice Skill |
Students describe an experimental investigation to test one variable | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B, question 7; Activities C and D | |
(ii) Student is expected to plan simple experimental investigations testing one variable | Lesson Citation | Acquire Knowledge Learn Skill |
Students plan, describe, and implement an experiment to test the effect of different variables on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Whole activity |
Assessment Citation | Check Understanding Practice Skill |
Students plan an experimental investigation to test one variable | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activities C and D | |
(iii) Student is expected to implement simple experimental investigations testing one variable | Lesson Citation | Acquire Knowledge Learn Skill |
Students plan, describe, and implement an experiment to test the effect of different variables on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Whole Activity |
Assessment Citation | Check Understanding Practice Skill |
Students implement an experimental investigation to test one variable | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activities C and D |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to ask well-defined questions | Lesson Citation | Acquire Knowledge Learn Skill |
Students are guided through a scientific process of asking well formed questions, forming hypotheses, collecting data, and analyzing results | Activities A & B of the Growing Plants Student Exploration. This investigation is to be used with the Growing Plants Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student practices scientific investigation skills by coming up with a question and hypothesis to test. | Activity C of the Growing Plants Student Exploration. This investigation is to be used with the Growing Plants Gizmo. | Whole Activity | |
(ii) Student is expected to formulate testable hypotheses | Lesson Citation | Acquire Knowledge Learn Skill |
Students are guided through a scientific process of asking well formed questions, forming hypotheses, collecting data, and analyzing results | Activities A & B of the Growing Plants Student Exploration. This investigation is to be used with the Growing Plants Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student practices scientific investigation skills by coming up with a question and hypothesis to test. | Activity C of the Growing Plants Student Exploration. This investigation is to be used with the Growing Plants Gizmo. | Whole Activity | |
(iii) Student is expected to select appropriate equipment | Lesson Citation | Acquire Knowledge |
Student investigates circuits, calling for use of appropriate equipment and technology. | Activities A, B, and C of the Circuit Builder Student Exploration. This investigation is to be used with the Circuit Builder Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student identifies minerals by choosing and using appropriate testing equipment and technology, including streak plate, electronic scale (for finding density), graduated cylinder, and acid | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
(iv) Student is expected to select appropriate technology | Lesson Citation | Acquire Knowledge |
Student investigates circuits, calling for use of appropriate equipment and technology. | Activities A, B, and C of the Circuit Builder Student Exploration. This investigation is to be used with the Circuit Builder Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student identifies minerals by choosing and using appropriate testing equipment and technology, including streak plate, electronic scale (for finding density), graduated cylinder, and acid | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students use an oxygen probe to monitor oxygen levels in a pond | The Pond Ecosystem Student Exploration, to be used with the Pond Ecosystem Gizmo. | Whole Activity | |
Assessment Citation | Practice Skill | Students connect oxygen levels to other pond characteristics | The Pond Ecosystem Student Exploration, to be used with the Pond Ecosystem Gizmo. | Activity A questions 3-5, Activity B questions 4-6, Activity C questions 4-7 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students use sonar technology to map the ocean floor | The Ocean Mapping Student Exploration, to be used with the Ocean Mapping Gizmo. | Whole Activity | |
Assessment Citation | Practice Skill | Students interpret sonar data | The Ocean Mapping Student Exploration, to be used with the Ocean Mapping Gizmo. | Gizmo Warm-up questions 1-2, Activity questions 4, 5, 6 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students use a video camera to record running animals | The Measuring Motion Student Exploration, to be used with the Measuring Motion Gizmo. | Whole Activity | |
Assessment Citation | Practice Skill | Students analyze video to determine the speeds of running animals | The Measuring Motion Student Exploration, to be used with the Measuring Motion Gizmo. | Activity A questions 4-5, Activity B question 2 | |
(v) Student is expected to use appropriate equipment | Lesson Citation | Acquire Knowledge |
Student investigates circuits, calling for use of appropriate equipment and technology. | Activities A, B, and C of the Circuit Builder Student Exploration. This investigation is to be used with the Circuit Builder Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student identifies minerals by choosing and using appropriate testing equipment and technology, including streak plate, electronic scale (for finding density), graduated cylinder, and acid | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
(vi) Student is expected to use appropriate technology | Lesson Citation | Acquire Knowledge |
Student investigates circuits, calling for use of appropriate equipment and technology. | Activities A, B, and C of the Circuit Builder Student Exploration. This investigation is to be used with the Circuit Builder Gizmo. | Whole Activities |
Assessment Citation | Practice Skill | Student identifies minerals by choosing and using appropriate testing equipment and technology, including streak plate, electronic scale (for finding density), graduated cylinder, and acid | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students use an oxygen probe to monitor oxygen levels in a pond | The Pond Ecosystem Student Exploration, to be used with the Pond Ecosystem Gizmo. | Whole Activity | |
Assessment Citation | Practice Skill | Students connect oxygen levels to other pond characteristics | The Pond Ecosystem Student Exploration, to be used with the Pond Ecosystem Gizmo. | Activity A questions 3-5, Activity B questions 4-6, Activity C questions 4-7 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students use sonar technology to map the ocean floor | The Ocean Mapping Student Exploration, to be used with the Ocean Mapping Gizmo. | Whole Activity | |
Assessment Citation | Practice Skill | Students interpret sonar data | The Ocean Mapping Student Exploration, to be used with the Ocean Mapping Gizmo. | Gizmo Warm-up questions 1-2, Activity questions 4, 5, 6 | |
Lesson Citation | Acquire Knowledge Learn Skill |
Students use a video camera to record running animals | The Measuring Motion Student Exploration, to be used with the Measuring Motion Gizmo. | Whole Activity | |
Assessment Citation | Practice Skill | Students analyze video to determine the speeds of running animals | The Measuring Motion Student Exploration, to be used with the Measuring Motion Gizmo. | Activity A questions 4-5, Activity B question 2 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to collect information by detailed observations | Lesson Citation | Learn Skill | Student learns to identify minerals using various tests, including observing streak, color, and luster | Activity A of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student practices identifying minerals using various tests, including observing streak, color, and luster | Activity B of the Mineral Identification Student Exploration. This investigation is to be used with the Mineral Identification Gizmo. | Whole Activity | |
(ii) Student is expected to collect information by accurate measuring | Lesson Citation | Learn Skill | Student learns how to measure volume by water displacement, including accurate reading of water levels in a virtual graduated cylinder. | Activity A and C of the Measuring Volume Student Exploration. This investigation is to be used with the Measuring Volume Gizmo. | Whole Activities |
Assessment Citation | Check Understanding Practice Skill |
Student demonstrates ability to measure volume by water displacement, including accurate reading of water levels in a virtual graduated cylinder. | The assessment questions for the Measuring Volume Gizmo. | Questions 1, 2 and 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to analyze information to construct reasonable explanations from direct (observable) evidence | Lesson Citation | Acquire Knowledge |
Students analyze information and construct explanations for seasonal patterns on Earth. | Activity A of the Summer and Winter Student Exploration. This investigation is to be used with the Summer and Winter Gizmo. | Question 3 |
Assessment Citation | Check Understanding |
Students infer explanations for the color of water in different conformations based on analysis of light transfer properties of materials. | Activity C of the Color Absorption Student Exploration. This investigation is to be used with the Color Absorption Gizmo. | Question 4 | |
(ii) Student is expected to analyze information to construct reasonable explanations from indirect (inferred) evidence | Lesson Citation | Acquire Knowledge |
Students analyze information and construct explanations for heat transfer. They infer the character of radiation based on the effect it has on a kernel of popcorn in different situations. | Activity A of the Radiation Student Exploration. This investigation is to be used with the Radiation Gizmo. | Questions 3 through 6 |
Assessment Citation | Check Understanding |
Student shows understanding of continental drift by drawing conclusions about the formation of mountain ranges based distribution of similarly-aged rocks | Activity B of the Building Pangaea Student Exploration. This investigation is to be used with the Building Pangaea Gizmo. | Question 5 | |
(iii) Student is expected to interpret information to construct reasonable explanations from direct (observable) evidence | Lesson Citation | Acquire Knowledge |
Students analyze information and construct explanations for seasonal patterns on Earth. | Activity A of the Summer and Winter Student Exploration. This investigation is to be used with the Summer and Winter Gizmo. | Question 4 |
Assessment Citation | Check Understanding |
Students infer explanations for the color of water in different conformations based on analysis of light transfer properties of materials. | Activity C of the Color Absorption Student Exploration. This investigation is to be used with the Color Absorption Gizmo. | Question 4 | |
(iv) Student is expected to interpret information to construct reasonable explanations from indirect (inferred) evidence | Lesson Citation | Acquire Knowledge |
Students analyze information and construct explanations for radiative heat transfer. They infer the character of radiation based on the effect it has on a kernel of popcorn in different situations. | Activity A of the Radiation Student Exploration. This investigation is to be used with the Radiation Gizmo. | Question 7 |
Assessment Citation | Check Understanding |
Student shows understanding of continental drift by drawing conclusions about the formation of mountain ranges based distribution of similarly-aged rocks | Activity B of the Building Pangaea Student Exploration. This investigation is to be used with the Building Pangaea Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge Learn Skill |
Students plan, describe, and implement an experiment to test the effect of different variables on plant growth | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity A text, Activity C text, Activity D text |
Assessment Citation | Practice Skill | Students describe an experimental investigation to test one variable | The Gizmo Activity: Experimental Investigations resource, which is part of the Science and Testability unit. | Activity B questions 3, 4, 5, 6, 8; Activity C question 4, Activity D question 4 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to communicate valid conclusions in written form | Lesson Citation | Acquire Knowledge |
Students analyze information and construct explanations for seasonal patterns on Earth. | Activity A of the Summer and Winter Student Exploration. This investigation is to be used with the Summer and Winter Gizmo. | Question 4 |
Assessment Citation | Check Understanding |
Students infer explanations for the color of water in different conformations based on analysis of light transfer properties of materials. | Activity C of the Color Absorption Student Exploration. This investigation is to be used with the Color Absorption Gizmo. | Question 4 | |
(ii) Student is expected to communicate valid conclusions in verbal form | Lesson Citation | Acquire Knowledge |
Students analyze evidence for continental drift and discuss their conclusions with the teacher or classmates. | Activity C of the Building Pangaea Student Exploration. This investigation is to be used with the Building Pangaea Gizmo. | Question 4 |
Assessment Citation | Practice Skill | After having learned how to investigate a subject scientifically, students do their own research project, including an oral presentation. | Extension of the Sight vs. Sound Reactions Student Exploration. This investigation is to be used with the Sight vs. Sound Reactions Gizmo. | Presentation |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to in all fields of science, analyze scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(ii) Student is expected to in all fields of science, analyze scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(iii) Student is expected to in all fields of science, analyze scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students compare the predictions of two theories of free fall for several experimental scenarios | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Introduction, questions 1-4 (page 2) |
Assessment Citation | Check Understanding Practice Skill |
Students conduct experiments to test the predictions of the two theories of free fall | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, Activity B, Activity C (whole activities) | |
(iv) Student is expected to in all fields of science, analyze scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(v) Student is expected to in all fields of science, analyze scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vi) Student is expected to in all fields of science, evaluate scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(vii) Student is expected to in all fields of science, evaluate scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(viii) Student is expected to in all fields of science, evaluate scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students evaluate two theories of free fall based on experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, questions 6-10 |
Assessment Citation | Check Understanding Practice Skill |
Students draw conclusions about two theories of free fall based on additional experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity B, question 3, Activity C, question 4 | |
(ix) Student is expected to in all fields of science, evaluate scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(x) Student is expected to in all fields of science, evaluate scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xi) Student is expected to in all fields of science, critique scientific explanations by using empirical evidence | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xii) Student is expected to in all fields of science, critique scientific explanations by using logical reasoning | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xiii) Student is expected to in all fields of science, critique scientific explanations by using experimental testing | Lesson Citation | Acquire Knowledge Learn Skill |
Students evaluate two theories of free fall based on experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity A, questions 6-10 |
Assessment Citation | Check Understanding Practice Skill |
Students draw conclusions about two theories of free fall based on additional experimental evidence | The Gizmo Activity: Evaluating Theories of Free Fall resource, which is part of the Evaluating Scientific Explanations unit. | Activity B, question 3, Activity C, question 4 | |
(xiv) Student is expected to in all fields of science, critique scientific explanations by using observational testing | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report | |
(xv) Student is expected to in all fields of science, critique scientific explanations, including examining all sides of scientific evidence of those scientific explanations | Lesson Citation | Acquire Knowledge Learn Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Text Passages |
Assessment Citation | Check Understanding Practice Skill |
This is an exploration of the means by which scientists evaluate a theory. It includes several scenarios allowing grade-appropriate application of scientific reasoning as well as several exerercises for students to practice their own evaluation skills |
The Science and Testability Guided Learning has five parts:
part 1,
part 2,
part 3,
part 4, and
part 5. This 5-part activity is one component of the Science and Testability unit. |
Comprehension questions and research report |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to evaluate the accuracy of the information related to promotional materials for products | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 2 | |
(ii) Student is expected to evaluate the accuracy of the information related to promotional materials for services | Lesson Citation | Learn Skill | Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Text Passage |
Assessment Citation | Check Understanding Practice Skill |
Student learns how to assess scientific claims in promotional materials and then is given scenarios to practice this skill. | The Real-World Science: Evaluating Promotional Materials resource, which is part of the Science and the Media unit. | Scenario 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to draw or develop a model that represents how something works or looks that cannot be seen | Lesson Citation | Learn Skill | Student explores mechanical and chemical digestion as well as absorption | Activity A, question 2, 3, 4 of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Whole Activity |
Assessment Citation | Practice Skill | Student refines their model of digestion by exploring mechanical digestion, chemical digestion, and absorption | Activity A of the Digestive System Student Exploration. This investigation is to be used with the Digestive System Gizmo. | Activity A questions 6-8 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to use safety equipment, including safety goggles | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Safety-related procedure questions. | |
(ii) Student is expected to use safety equipment, including gloves | Lesson Citation | Acquire Knowledge Learn Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Text Portion |
Assessment Citation | Demonstrate Knowledge Practice Skill |
Student learns about and practices safety practices and use of safety equipment (gloves, glasses) in a 2-part lab. The first part is a field investigation to gather specimens, the second part is done indoors to analyze specimens. | The Field Investigation: Sink or Float resource, which is part of the Field Investigations unit. | Safety-related procedure questions. |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
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(i) Student is expected to identify the boiling point of water on the Celsius scale | Lesson Citation | Acquire Knowledge |
Student learns about boiling and melting points of water. | Activity A of the Phase Changes Student Exploration. This investigation is to be used with the Phase Changes Gizmo. | Question 2 |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates understanding of the boiling point of water | Activity B of the Phase Changes Student Exploration. This investigation is to be used with the Phase Changes Gizmo. | Question 7 | |
(ii) Student is expected to identify the freezing/melting point of water on the Celsius scale | Lesson Citation | Acquire Knowledge |
Student learns about boiling and melting points of water. | Activity A of the Phase Changes Student Exploration. This investigation is to be used with the Phase Changes Gizmo. | Question 2 |
Assessment Citation | Demonstrate Knowledge |
Student demonstrates understanding of the boiling point of water | Activity B of the Phase Changes Student Exploration. This investigation is to be used with the Phase Changes Gizmo. | Question 7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate that some mixtures maintain physical properties of their ingredients | Lesson Citation | Acquire Knowledge |
Students learn about the properties of mixtures | The Guided Learning: Classifying Matter resource, which is part of the Classifying Matter unit. | Activity B |
Assessment Citation | Practice Skill | Students use component properties to separate a mixture | The Laboratory Skills: Separating Mixtures resource, which is part of the Classifying Matter unit. | Procedure 4, 5, and Question 1 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify changes that can occur in the physical properties of the ingredients of solutions | Lesson Citation | Acquire Knowledge |
Students learn how the freezing point of water is depressed when water is added. | Activity A of the Freezing Point of Salt Water Student Exploration. This investigation is to be used with the Freezing Point of Salt Water Gizmo. | Whole Activity |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the effect of solute on freezing point. | The assessment questions for the Freezing Point of Salt Water Gizmo. | Question 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to explore the uses of energy, including mechanical energy | Lesson Citation | Acquire Knowledge |
Student learns about how different types of energy are used. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Text Portion (page 4) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the uses of different types of energy. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Comprehension Questions (page 4) | |
(ii) Student is expected to explore the uses of energy, including light energy | Lesson Citation | Acquire Knowledge |
Student learns about how different types of energy are used. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Text Portion (page 2) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the uses of different types of energy. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Comprehension Questions (page 2) | |
(iii) Student is expected to explore the uses of energy, including thermal energy | Lesson Citation | Acquire Knowledge |
Student learns about how different types of energy are used. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Text Portion (page 6) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the uses of different types of energy. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Comprehension Questions (pages 6-7) | |
(iv) Student is expected to explore the uses of energy, including electrical energy | Lesson Citation | Acquire Knowledge |
Student learns about how different types of energy are used. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Text Portion (page 3) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the uses of different types of energy. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Comprehension Questions (page 3) | |
(v) Student is expected to explore the uses of energy, including sound energy | Lesson Citation | Acquire Knowledge |
Student learns about how different types of energy are used. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Text Portion (page 5) |
Assessment Citation | Check Understanding Demonstrate Knowledge |
Student demonstrates understanding of the uses of different types of energy. | The Guided Learning: Uses of Energy resource, which is part of the Energy Sources unit. | Comprehension Questions (page 5) |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge Learn Skill |
Students test the effects of force, mass, and friction on the motion of a fan cart | Activity A of the Force and Fan Carts Student Exploration. This investigation is to be used with the Force and Fan Carts Gizmo. | Questions 1-7 |
Assessment Citation | Practice Skill | Students design their own experiment to explore factors affecting the motion of a fan cart | Activity A of the Force and Fan Carts Student Exploration. This investigation is to be used with the Force and Fan Carts Gizmo. | Question 8 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify alternative energy resources | Lesson Citation | Acquire Knowledge |
Student learns about various energy sources, including several alternative options. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Text Passage |
Assessment Citation | Check Understanding |
Student demonstrates comprehension of information provided on various energy soruces. | The Guided Learning: Comparing Energy Sources resource, which is part of the Energy Sources unit. | Comprehension Questions |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Text in Gizmo explains how the Sun heats water, causing it to evaporate | Gizmo text found in the Water Cycle Gizmo. | Text under "Atmosphere" |
Assessment Citation | Demonstrate Knowledge |
Students describe how the Sun causes water to move from the oceans to the atmosphere | Gizmo Warm-up of the Water Cycle Student Exploration. This investigation is to be used with the Water Cycle Gizmo. | Questions 1-5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle | Lesson Citation | Acquire Knowledge |
Student investigates celestial patterns using a 3D model of the Earth-Sun-Moon system | Activity A of the Seasons: Earth, Moon, and Sun Student Exploration. This investigation is to be used with the Seasons: Earth, Moon, and Sun Gizmo. | Question 1 |
Assessment Citation | Check Understanding |
Student Demonstrates understanding of the cause of day and night. | The assessment questions for the Seasons: Earth, Moon, and Sun Gizmo. | Question 1 | |
(ii) Student is expected to demonstrate that Earth rotates on its axis once approximately every 24 hours causing the apparent movement of the Sun across the sky | Lesson Citation | Acquire Knowledge |
Student investigates the apparent movement of the sun using a 3D model of the Earth-Sun-Moon system | Activity B of the Seasons: Earth, Moon, and Sun Student Exploration. This investigation is to be used with the Seasons: Earth, Moon, and Sun Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrates understanding of the apparanet path made by the Sun. | The assessment questions for the Seasons: Earth, Moon, and Sun Gizmo. | Question 3 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to predict the effects of changes in ecosystems caused by living organisms, including humans | Lesson Citation | Acquire Knowledge |
Students explore how urban developments limit land available to wildlife, and how this limits wildlife populations | Activity B of the Rabbit Population by Season Student Exploration. This investigation is to be used with the Rabbit Population by Season Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Students predict what would happen if a shopping mall were built near a rabbit warren | The assessment questions for the Rabbit Population by Season Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to identify the significance of the carbon dioxide-oxygen cycle to the survival of plants | Lesson Citation | Acquire Knowledge |
Students learn about the Carbon Dioxide-Oxygen cycle in the context of a snail/elodae testtube community | Activity A, Activity B of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Activity A questions 1-3, Activity B questions 1-3 |
Assessment Citation | Check Understanding |
Students explain the significance of the carbon dioxide-oxygen cycle and interdependence of plants and animals | Activity A, Activity B of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Activity A question 4, Activity B question 4 | |
Lesson Citation | Acquire Knowledge | Students learn about photosynthesis and respiration | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C questions 1-5 | |
Assessment Citation | Check Understanding | Students learn about photosynthesis and respiration | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C questions 6-7 | |
(ii) identify the significance of the carbon dioxide-oxygen cycle to the survival of animals | Lesson Citation | Acquire Knowledge | Students learn about the Carbon Dioxide-Oxygen cycle in the context of a snail/elodae test tube community | Activity A, Activity B of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Activity A questions 1-3, Activity B questions 1-3 |
Assessment Citation | Check Understanding | Students explain the significance of the carbon dioxide-oxygen cycle and interdependence of plants and animals | Activity A, Activity B of the Plants and Snails Student Exploration. This investigation is to be used with the Plants and Snails Gizmo. | Activity A question 4, Activity B question 4 | |
Lesson Citation | Acquire Knowledge | Students learn about photosynthesis and respiration | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C questions 1-5 | |
Assessment Citation | Check Understanding | Students learn about photosynthesis and respiration | Activity C of the Cell Energy Cycle Student Exploration. This investigation is to be used with the Cell Energy Cycle Gizmo. | Activity C questions 6-7 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(i) Student is expected to compare the structures of different species that help them live | Lesson Citation | Acquire Knowledge |
Student investigates how beaks are critical to the survival of finches and compare finches with short beaks to those with longer ones. | Activities A, B, and C of the Rainfall and Bird Beaks Student Exploration. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrate an understanding of the relative merits of long versus short beaks for finches. | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Question 5 | |
(ii) Student is expected to compare the structures of different species that help them survive | Lesson Citation | Acquire Knowledge |
Student investigates how beaks are critical to the survival of finches and compare finches with short beaks to those with longer ones. | Activities A, B, and C of the Rainfall and Bird Beaks Student Exploration. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrate an understanding of the relative merits of long versus short beaks for finches. | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Question 5 | |
(iii) Student is expected to compare the functions [of structures] of different species that help them live | Lesson Citation | Acquire Knowledge |
Student investigates how beaks are critical to the survival of finches and compare finches with short beaks to those with longer ones. | Activities A, B, and C of the Rainfall and Bird Beaks Student Exploration. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrate an understanding of the relative merits of long versus short beaks for finches. | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Question 5 | |
(iv) Student is expected to compare the functions [of structures] of different species that help them survive | Lesson Citation | Acquire Knowledge |
Student investigates how beaks are critical to the survival of finches and compare finches with short beaks to those with longer ones. | Activities A, B, and C of the Rainfall and Bird Beaks Student Exploration. This investigation is to be used with the Rainfall and Bird Beaks Gizmo. | Whole Activity |
Assessment Citation | Check Understanding |
Student demonstrate an understanding of the relative merits of long versus short beaks for finches. | The assessment questions for the Rainfall and Bird Beaks Gizmo. | Question 5 |
Breakout | Citation Type | Purpose | Resource Summary | Lesson(s) or Resource | Section or Location |
---|---|---|---|---|---|
(Student Expectation Does Not Have Individual Breakouts.) | Lesson Citation | Acquire Knowledge |
Students learn about insect metamorphosis and describe the changes several different species undergo. For each one, they specify whether the metamorphosis is complete or incomplete. | The Web Exploration: Insect Metamorphosis resource, which is part of the Insect Metamorphosis unit. | Text Passage |
Assessment Citation | Check Understanding |
Students learn about insect metamorphosis and describe the changes several different species undergo. For each one, they specify whether the metamorphosis is complete or incomplete. | The Web Exploration: Insect Metamorphosis resource, which is part of the Insect Metamorphosis unit. | Assignment |