A Correlation of
Interactive Science
Custom Edition:
Life, Earth, Physical
©2016
To the
Missouri Learning Standards:
Grade Level Expectations for
6-8 Science
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
2
Introduction
The following document demonstrates how the Interactive Science Custom Edition: Life, Earth,
Physical ©2016 program supports the Missouri Learning Standards and Grade Level Expectations
for 6-8 Science. Correlation references are to the Student and Teacher Editions and online
Quest/STEMQuest activities.
The Custom Edition of Interactive Science is a middle school science program composed of three
texts addressing Life, Earth, and Physical Science topics that makes learning personal, engaging, and
relevant for today’s student. Interactive Science features an innovative Write-in Student Edition that
enables students to become active participants in their learning and truly connect the Big Ideas of
science to their world.
Online Quests and STEMQuests are problem-based learning activities designed to allow students to
solve real world topics at each grade level using hands-on, investigative, and collaborative skills. A
focus on science and engineering practices requires students to apply what they have learned to
new situations and new content.
Additional STEM activities embedded throughout the program enable students to interact with
science and engineering practices and cross-cutting concepts in order to promote higher-order,
critical-thinking skills that result in improved performance.
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
3
Table of Contents
PHYSICAL SCIENCES .............................................................................................................................. 4
LIFE SCIENCES ...................................................................................................................................... 14
EARTH AND SPACE SCIENCES ............................................................................................................. 24
ENGINEERING, TECHNOLOGY, AND APPLICATION OF SCIENCE ..................................................... 34
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
4
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
PHYSICAL SCIENCES
PS1 - Matter and Its Interactions
A. Structure and Properties of Matter
6-8-PS1-1 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 include ammonia and
methanol. Examples of extended structures
could include sodium chloride or diamonds.
Examples of molecular-level models could
include drawings, 3D ball and stick structures,
or computer representations showing different
molecules with different types of atoms.
Physical Science
SE/TE:
14-17, Chapter 1, Lesson 2
16, Figure 1 - Atoms and Molecules
37, exercise 8-10
80-81, Scenario Investigation
83-89, Chapter 3, Lesson 1
87, Apply It!
90-97, Chapter 3, Lesson 2
91, Figure 1 - How Ions Form
92, Figure 3 - Formation of a Ionic Bond
96, Figure 5 - Halite
98-105, Chapter 3, Lesson 3
99, Figure 1 - Sharing Electrons
100, Figure 2 - Covalent Bonds
103, Figure 4 - Nonpolar and Polar Bonds
107-111, Chapter 3, Lesson 4
133-139, Chapter 4, Lesson 2
135, Apply It!
TE Only:
89C, Key Concept Summary
93, Differentiated Instruction
93, 21st Century Learning
97A, After the Inquiry Warm-Up
101, Differentiated Instruction - Model Bonds
105, Differentiated Instruction - Visualizing
Molecules
105A, After the Inquiry Warm-Up
105E, Review and Reinforce
111, Differentiated Instruction - Alloys, L1
117I, Performance Expectation Activity
135, Differentiated Instruction - Jellybean
Equation
135, Build Inquiry - Model and Equation
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
(Continued)
6-8-PS1-1 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 include ammonia and
methanol. Examples of extended structures
could include sodium chloride or diamonds.
Examples of molecular-level models could
include drawings, 3D ball and stick structures,
or computer representations showing different
molecules with different types of atoms.
(Continued)
Online:
How Do Ions Form? Inquiry Warm-Up
Model of an Ionic Compound Quick Lab
Models of Compounds Project
Sharing Electrons Quick Lab
6-8-PS1-2 Analyze and interpret data on the
properties of substances before and after the
substances interact to determine if a chemical
reaction has occurred. [Clarification Statement:
Examples of reactions could include burning
sugar or steel wool, fat reacting with sodium
hydroxide, and mixing zinc with hydrogen
chloride.]
Physical Science
SE/TE:
30, Examples of Chemical Change
34-35, Indiana Jane and the Investigation of
Matter
122-123, Scenario Investigation
125-131, Chapter 4, Lesson 1
126, Apply It!
TE Only:
41G, Performance Expectation Activity
155A-155F, Where’s the Evidence? Lab
Investigation
Online:
What Happens When Chemicals React? Inquiry
Warm-Up
Observing Chemical Change Inquiry Warm-Up
Reactants and Products Virtual Lab
6-8-PS1-3 Gather, analyze, and present
information to describe that synthetic materials
come from natural resources and how they
impact society. [Clarification Statement:
Emphasis is on natural resources that undergo
a chemical process to form the synthetic
material. Examples of new materials could
include new medicine, foods, and alternative
fuels.]
Physical Science
SE/TE:
408, Did You Know?
TE Only:
155G, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-PS1-4 Develop a model that describes
changes in particle motion, temperature, and
state of a pure substance when thermal energy
is added or removed. [Clarification Statement:
Emphasis is on qualitative molecular- level
models of solids, liquids, and gases to show
that adding or removing thermal energy
increases or decreases kinetic energy of the
particles until a change of state occurs.
Examples of models could include drawings
and diagrams. Examples of particles could
include molecules or inert atoms. Examples of
pure substances could include water, carbon
dioxide, and helium.]
Physical Science
SE/TE:
27, “Changes of State”
46-47, Scenario Investigation
49-55, Chapter 2, Lesson 1
49, Figure 1 - Solid
51, Figure 3 - Liquid
53, Figure 5 - Gas
55, Figure 7 - Temperature of a Gas
56-63, Chapter 2, Lesson 2
57, Figure 1 - Melting
64-67, Chapter 2, Lesson 3
65, Figure 1 - Temperature and Gas Pressure
66, Figure 3 - Charles’s Law
TE Only:
53, Differentiated Instruction - Model Gases
63, Differentiated Instruction - Diagram
changes of State
75G Performance Expectation Activity
155I, Performance Expectation Activity
293G, Performance Expectation Activity
Online:
Modeling Particles Quick Lab
How Do The Particles Move in a Gas? Quick Lab
Keeping Cool Quick Lab
How Are Pressure and Temperature Related?
Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
B. Chemical Interactions
6-8-PS1-5 Develop and use a model to describe
how the total number of atoms remains the
same during a chemical reaction and thus mass
is conserved. [Clarification Statement: Emphasis
is on law of conservation of matter and on
physical models or drawings, including digital
forms that represent atoms.]
Physical Science
SE/TE:
31, “Conservation of Mass”
136-139, How Is Mass Conserved During a
Chemical Reaction?
TE Only:
135, Differentiated Instruction - Jellybean
Equation
137, Build Inquiry - Still There
139, Build Inquiry - A Balancing Act
139, Differentiated Instruction - Drawing
Formulas and Equations
155H, Performance Expectation Activity
Online:
Reactants and Products Virtual Lab
Did You Lose Anything? Inquiry Warm-Up
Information in a Chemical Equation Quick Lab
Is Matter Conserved? Quick Lab
Conservation of Matter Interactive Art
6-8-PS1-6 Construct, test, and modify a device
that either releases or absorbs thermal energy
by chemical processes. [Clarification Statement:
Emphasis is on the design, controlling the
transfer of energy to the environment, and
modification of a device using factors such as
type and concentration of a substance.
Examples of designs could involve chemical
reactions such as dissolving ammonium
chloride or calcium chloride.]
Physical Science
SE/TE:
130-131, “Changes in Energy”
145-149, Chapter 4, Lesson 3
276-279, Chapter 8, Lesson 1
TE Only:
155I, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
PS2 - Motion and Stability: Forces and Interactions
A. Forces and Motion
6-8-PS2-1 Apply physics principles to design a
solution that minimizes the force of an object
during a collision and develop an evaluation of
the solution.
Physical Science
SE/TE:
226-229, Chapter 6, Lesson 4
238, Science and Society, Safety Restraints
TE Only:
239G, Performance Expectation Activity
6-8-PS2-2 Plan and conduct an investigation to
provide evidence that the change in an object’s
motion depends on the sum of the forces on
the object and the mass of the object.
[Clarification Statement: Emphasis is on
balanced (Newton’s First Law) and unbalanced
forces in a system, qualitative comparisons of
forces, mass and changes in motion (Newton’s
Second Law), frame of reference, and
specification of units.]
Physical Science
SE/TE:
218-225, Chapter 6, Lesson 3
227-229, Chapter 6, Lesson 4
229, Differentiated Instruction - Transfer
Momentum
TE Only:
239G, Performance Expectation Activity
239H, Performance Expectation Activity
Online:
How Pushy Is a Straw? Inquiry Warm-Up
Colliding Cars Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
B. Types of Interactions
6-8-PS2-3 Analyze diagrams and collect data to
determine the factors that affect the strength of
electric and magnetic forces. [Clarification
Statement: Examples of devices that use
electric and magnetic forces could include
electromagnets, electric motors, or generators.
Examples of data could include the effect of the
number of turns of wire on the strength of an
electromagnet, or the effect of increasing the
number or strength of magnets on the speed of
an electric motor.]
Physical Science
SE/TE:
364-367, Chapter 11, Lesson 1
375-379, Chapter 11, Lesson 3
378, Figure 3 - A Solenoid and an Electromagnet
380-385, Chapter 11, Lesson 4
387-391, Chapter 11, Lesson 5
TE Only:
379, Differentiated Instruction - Make a
Diagram
399G, Performance Expectation Activity
6-8-PS2-4 Create and analyze a graph to use as
evidence to support the claim that gravitational
interactions depend on the mass of interacting
objects. [Clarification Statement: Examples of
evidence for arguments could include data
generated from simulations or digital tools; and
charts displaying mass, strength of interaction,
distance from the Sun, and orbital periods of
objects within the solar system.]
Physical Science
SE/TE:
215-217, “What Factors Affect Gravity?”
TE Only:
41H, Performance Expectation Activity
491D-491H, Directed/Open Inquiry
6-8-PS2-5 Conduct an investigation and
evaluate the experimental design to provide
evidence that electric and magnetic fields exist
between objects exerting forces on each other
even though the objects are not in contact.
[Clarification Statement: Examples of this
phenomenon could include the interactions of
magnets, electrically- charged strips of tape,
and electrically-charged pith balls. Examples of
investigations could include first-hand
experiences or simulations.]
Physical Science
SE/TE:
364-367, Chapter 11, Lesson 1
369-373, Chapter 11, Lesson 2
TE Only:
97, Differentiated Instruction - Visualize
Attractive Forces
399H, Performance Expectation Activity
Online:
Can You Move a Can Without Touching It?
Inquiry Warm-Up
Drawing Conclusions Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
PS3 - Energy
A. Definitions of Energy
6-8-PS3-1 Construct and interpret graphical
displays of data to describe the relationships of
kinetic energy to the mass of an object and to
the speed of an object. [Clarification Statement:
Emphasis is on descriptive relationships
between kinetic energy and mass separately
from kinetic energy and speed. Examples could
include riding a bicycle at different speeds,
rolling different sizes of rocks downhill, and
getting hit by a whiffle ball versus a tennis ball.]
Physical Science
SE/TE:
244-245, Scenario Investigation
248-249, “Kinetic Energy”
258-263, Chapter 7, Lesson 3
TE Only:
293G, Performance Expectation Activity
Online:
How High Does a Ball Bounce? Inquiry Warm-
Up
Mass, Velocity, and Kinetic Energy Quick Lab
Law of Conservation of Energy Quick Lab
Soaring Straws Quick Lab
6-8-PS3 -2 Develop a model to describe that
when the arrangement of objects interacting at
a distance changes, different amounts of
potential energy are stored in the system.
[Clarification Statement: Emphasis is on relative
amounts of potential energy, not on
calculations of potential energy. Examples of
objects within systems interacting at varying
distances could include: the Earth and either a
roller coaster cart at varying positions on a hill
or objects at varying heights on shelves,
changing the direction/orientation of a magnet,
and a balloon with static electrical charge being
brought closer to a classmate’s hair. Examples
of models could include representations,
diagrams, pictures, and written descriptions of
systems.]
Physical Science
SE/TE:
250-251, “Potential Energy”
250, Figure 3 - Gravitational Potential Energy
253, Figure 1 - Mechanical Energy
258-263, Chapter 7, Lesson 3
260, Figure 1 - Falling Ball
260, Figure 2 - Pendulum
261, Figure 3 - Pole Vault
262, Figure 4 - Conserving Energy While You
Ride
TE Only:
325J, Performance Expectation Activity
263D, Review and Reinforce
Online:
Law of Conservation of Energy Quick Lab
What Would Make a Card Jump? Inquiry Warm-
Up
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-PS3-3 Apply scientific principles to design,
construct, and test a device that either
minimizes or maximizes thermal energy
transfer. [Clarification Statement: Examples of
devices could include an insulated box, a solar
cooker, and a Styrofoam cup.]
Physical Science
SE/TE:
277-279, Chapter 8, Lesson 1
280-283, Chapter 8, Lesson 2
284-287, Chapter 8, Lesson 3
TE Only:
269J, Performance Expectation Activity
283E, Enrich
287, Differentiated Instruction - Space Shuttle
Tiles
287, Differentiated Instruction - Houses with
High Thermal Mass
Online:
Temperature and Thermal Energy Quick Lab
What Does It Mean to Heat Up? Inquiry Warm-
Up
Thermal Properties Inquiry Warm-Up
Online:
STEMQuest - Hot and Cool Chemistry
STEMQuest - Keep Hot Liquids Hot
6-8-PS3-4 Plan and conduct an investigation to
determine the relationships among the energy
transferred, the type of matter, the mass, and
the change in the temperature of the sample.
[Clarification Statement: Examples of
experiments could include comparing final
water temperatures after different masses of
ice melted in the same volume of water with
the same initial temperature, the temperature
change of samples of different materials with
the same mass as they cool or heat in the
environment, or the same material with
different masses when a specific amount of
energy is added.]
Physical Science
SE/TE:
277-279, Chapter 8, Lesson 1
280-283, Chapter 8, Lesson 2
284-287, Chapter 8, Lesson 3
TE Only:
269K, Performance Expectation Activity
Online:
Temperature and Thermal Energy Quick Lab
What Does It Mean to Heat Up? Inquiry Warm-
Up
Thermal Properties Inquiry Warm-Up
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
B. Conservation of Energy and Energy Transfer
6-8-PS3-5 Construct, use, and present
arguments to support the claim that when the
kinetic energy of an object changes, energy is
transferred to or from the object. [Clarification
Statement: Examples of empirical evidence
used in arguments could include an inventory
or other representation of the energy before
and after the transfer in the form of
temperature changes or motion of object.]
Physical Science
SE/TE:
244-245, Scenario Investigation
248-249, “Kinetic Energy”
250-251, “Potential Energy”
250, Figure 3 - Gravitational Potential Energy
251, Figure 4 - Elastic Potential Energy
253, Figure 1 -Mechanical Energy
260-261, “Kinetic and Potential Energy”
TE Only:
251E, Enrich
293G, Performance Expectation Activity
Online:
How High Does a Ball Bounce? Inquiry Warm-
Up
Mass, Velocity, and Kinetic Energy Quick Lab
Law of Conservation of Energy Quick Lab
Soaring Straws Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
PS4 - Waves and Their Applications in Technologies for Information Transfer
A. Wave Properties
6-8-PS4-1 Use mathematical representations to
describe a simple model for waves that
includes how the amplitude of a wave is related
to the energy in a wave. [Clarification
Statement: Emphasis is on describing waves
with both qualitative and quantitative thinking.]
Physical Science
SE/TE:
298-299, Scenario Investigation
300-305, Chapter 9, Lesson 1
307-311, Chapter 9, Lesson 2
307, Figure 1 - Amplitude
308-309, Figure 2 -Properties of Waves
310, Do the Math!
TE Only:
325I, Performance Expectation Activity
Online:
What Are Waves? Inquiry Warm-Up
What Do Waves Look Like? Inquiry Warm-Up
Properties of Waves Quick Lab
What Affects the Speed of a Wave? Quick Lab
6-8-PS4 -2 Develop and use a model to describe
that waves are reflected, absorbed, or
transmitted through various materials.
[Clarification Statement: Emphasis is on both
light and mechanical waves. Examples of
models could include drawings, simulations,
and written descriptions.]
Physical Science
SE/TE:
313-315, “What Changes the Direction of a
Wave?”
TE Only:
313, Build Inquiry - Reflecting Light Around a
Barrier
325A-H, Directed/Open Inquiry
325J, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
LIFE SCIENCES
LS1 - From Molecules to Organisms: Structure and Processes
A. Structure and Function
6-8-LS1-1 Provide evidence that organisms
(unicellular and multicellular) are made of cells
and that a single cell must carry out all of the
basic functions of life. [Clarification Statement:
Emphasis is on developing evidence that living
things are made of cells, distinguishing
between living and non-living things, and
understanding that living things may be made
of one cell or many and varied cells.]
Life Science
SE/TE:
46-47, “What Are Cells?”
48-49, “What Is Cell Theory?”
TE Only:
39G, Performance Expectation Activity
81G, Performance Expectation Activity
Online:
Comparing Cells Quick Lab
6-8-LS1-2 Develop and use a model to describe
the function of a cell as a whole and ways parts
of the cells contribute to that function.
[Clarification Statement: Emphasis is on the cell
functioning as a whole system and the primary
role of identified parts of the cell, specifically
the nucleus, chloroplasts, mitochondria, cell
membrane, and cell wall.]
Life Science
SE/TE:
44-45, Scenario Investigation
55-61, “How Do the Parts of a Cell Work?”
55, Figure 1 - A Typical Animal Cell
56-57, Figure 2 - Organelles of a Cell
58-59, Figure 3 - Cells in Living Things
60, Apply It!
TE Only:
57, Differentiated Instruction - Division of Labor
57, Differentiated Instruction - Prokaryotic Cells
63F, Enrich
89H, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
15
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-LS1-3 Develop an argument supported by
evidence for how multicellular organisms are
organized by varying levels of complexity; cells,
tissue, organs, organ systems.
Life Science
SE/TE:
62-63, “How Do Cells Work Together in an
Organism?”
364-369, Chapter 9, Lesson 1
405, Exercise 3
TE Only:
63, Differentiated Instruction - Cells in Tissues
369, Differentiated Instruction - Plant
Organization
369E, Enrich
409G, Performance Expectation Activity
Online:
Tissues, Organs, Systems Quick Lab
How Is Your Body Organized? Inquiry Warm-Up
Observing Cells and Tissues Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-LS1-4 Present evidence that body systems
interact to carry out key body functions,
including providing nutrients and oxygen to
cells, removing carbon dioxide and waste from
cells and the body, controlling body
motion/activity and coordination, and
protecting the body.
Life Science
SE/TE:
362-363, Scenario Investigation
364-369, Chapter 9, Lesson 1
371-377, Chapter 9, Lesson 2
375, Exercise 1b and 1c
377, Apply It!
379-385, Chapter 9, Lesson 3
381, Figure 3 - Balancing Act
386-393, Chapter 9, Lesson 4
395-399, Chapter 9, Lesson 5
401-403, Chapter 9, Lesson 6
TE Only:
369E, Enrich
372, A Look Beneath the Skin Lab Investigation
377F, Enrich
383, Differentiated Instruction - The Body’s
Defenses Against Disease
383, Differentiated Instruction - Peak
Performance
385E, Enrich
409A-409F, Directed/Open Inquiry
409G, Performance Expectation Activity
Online:
Observing Cells and Tissues Quick Lab
How does Your Body Respond Inquiry Warm-
Up
Out of Balance Inquiry Warm-Up
Working To maintain Balance Quick Lab
STEM Quest - Peak Performance Plan
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
B. Growth and Development of Organisms
6-8-LS1-5 Construct an explanation for how
characteristic animal behaviors as well as
specialized plant structures affect the
probability of successful reproduction of
animals and plants respectively. [Clarification
Statement: Examples of animal behaviors that
affect the probability of animal reproduction
could include nest building to protect young
from cold, herding of animals to protect young
from predators, and vocalization of animals and
colorful plumage to attract mates for breeding.
Examples of animal behaviors that affect the
probability of plant reproduction could include
transferring pollen or seeds; and, creating
conditions for seed germination and growth.
Examples of plant structures that affect the
probability of plant reproduction could include
bright flowers attracting butterflies that
transfer pollen, flower nectar and odors that
attract insects that transfer pollen, and hard
shells on nuts that squirrels bury.]
Life Science
SE/TE:
266-267, “What Are the Structures of a Flower?”
268-275, Chapter 7, Lesson 4
270, Figure 2 -Eyes on Potatoes
272-273, Figure 3 - Gymnosperm Reproduction
Cycle
349-350, “How Do Animals Care for Their
Young?”
TE Only:
267, Differentiated Instruction - Flower Parts
and Functions
267, Build Inquiry - Observing the Structure of a
Flower
273, Build Inquiry - The Scoop on Cones
275, Differentiated Instruction - Flower and
Fruit Roles
275E, Enrich
291I, Performance Expectation Activity
357G, Performance Expectation Activity
Online:
Modeling Flowers Quick Lab
Where Are the Seeds? Quick Lab
Quest - Construction Without Destruction
6-8-LS1-6 Construct a scientific explanation
based on evidence for how environmental and
genetic factors influence the growth of
organisms. [Clarification Statement: Examples
of local environmental conditions could include
availability of food, light, space, and water.
Examples of genetic factors could include large
breed cattle and species of grass affecting
growth of organisms. Examples of evidence
could include drought decreasing plant growth,
fertilizer increasing plant growth, different
varieties of plant seeds growing at different
rates in different conditions, and fish growing
larger in large ponds than they do in small
ponds.]
Life Science
TE Only:
291J, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
C. Organization for Matter and Energy Flow in Organisms
6-8-LS1 - 7 Construct a scientific explanation
based on evidence for the role of
photosynthesis and cellular respiration in the
cycling of matter and flow of energy into and
out of organisms.
Life Science
SE/TE:
90-95, Chapter 3, Lesson 1
96-101, Chapter 3, Lesson 2
TE Only:
115I, Performance Expectation Activity
Online:
Energy from the Sun Quick Lab
Cellular Respiration Inquiry Warm-Up
Observing Fermentation Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
LS2 - Ecosystems: Interactions, Energy, and Dynamics
A, Interdependent Relationships in Ecosystems
6-8-LS2-1 Analyze and interpret data to provide
evidence for the effects of resource availability
on individual organisms and populations of
organisms in an ecosystem. [Clarification
Statement: Emphasis is on cause and effect
relationships between resources and growth of
individual organisms and the numbers of
organisms in ecosystems during periods of
abundant and scarce resources.].
Life Science
SE/TE:
468-475, Chapter 11, Lesson 2
469, Do the Math!
471, Figure 2 - Changes in a Rabbit Population
482, Do the Math!
558, Figure 2 - Keystone Otters
TE Only:
471, Differentiated Instruction - Growth Rate of
a Population
471, Build Inquiry - Calculating Growth Rate
483, Differentiated Instruction - Predator-Prey
Interactions
491I, Performance Expectation Activity
575I, Performance Expectation Activity
Online:
Growing and Shrinking Quick Lab
Elbow Room Quick Lab
6-8-LS2-2 Construct an explanation that
predicts the patterns of interactions among and
between the biotic and abiotic factors in a given
ecosystem. [Clarification Statement:
Relationships may include competition,
predation, and symbiosis.]
Life Science
SE/TE:
469, Do the Math!
471, Figure 2 - Changes in a Rabbit Population
476-485, Chapter 11, Lesson 3
482, Do the Math!
558, Figure 2 - Keystone Otters
TE Only:
481, Differentiated Instruction - Classify Roles
491J, Performance Expectation Activity
Online:
Competition and Predation Quick Lab
Types of Symbiosis Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
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Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
B. Cycles of Matter and Energy Transfer in Ecosystems
6-8-LS2 -3 Develop a model to describe the
cycling of matter and flow of energy among
living and nonliving parts of an ecosystem.
[Clarification Statement: Emphasis is on
describing the conservation of matter and flow
of energy into and out of various ecosystems,
including food chains and food webs.]
Life Science
SE/TE:
501-507, Chapter 12, Lesson 1
504, Figure 3 - Food Chain
505, Figure 4 - Food Web
506, Figure 5 - Energy Pyramid
507, Do the Math!
542-543, Scenario Investigation
TE Only:
491K, Performance Expectation Activity
503, Differentiated Instruction - Observe a Local
Habitat
504, Apply It!
505, Differentiated Instruction - Demonstrate
Omnivores’ Relationships in a Food Web
505, Differentiated Instruction - Identify the
Food Chains
507, Differentiated Instruction - Visualize
Energy Transfers
575J, Performance Expectation Activity
Online:
Where Did Your Dinner come From? Inquiry
Warm-Up
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
21
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
C. Ecosystem Dynamics, Functioning, and Resilience
M-LS2-4 Construct an argument supported by
empirical evidence that explains how changes
to physical or biological components of an
ecosystem affect populations. [Clarification
Statement: Emphasis is on recognizing patterns
in data and making inferences about changes in
populations, defining the boundaries of the
system, and on evaluating empirical evidence
supporting arguments about changes to
ecosystems.]
Life Science
SE/TE:
466-467, “How Is an Ecosystem Organized?”
468-475 Chapter 11, Lesson 1
471, Figure 2 - Changes in a Rabbit Population
482, Do the Math!
TE Only:
575K, Performance Expectation Activity
Online:
Growing and Shrinking Quick Lab
M-LS2-5. Evaluate benefits and limitations of
differing design solutions for maintaining an
ecosystem. [Clarification Statement: Examples
of design solutions could include water, land,
and species protection, and the prevention of
soil erosion. Examples of design solution
constraints could include scientific, economic,
and social considerations.]
Life Science
SE/TE:
508-509, “How Do Human Activities Affect
Ecosystems”
550-555, Chapter 13, Lesson 2
562-564, “How Do Humans Affect Biodiversity?”
574, Science and History - Endangered No More
575, Science and History - Recovering from the
Dust Bowl
TE Only:
575L, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
22
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
LS3 - Heredity: Inheritance and Variation of Traits
There are no Middle School expectations for this group of standards.
LS4 - Biological Evolution; Unity and Diversity
A Evidence of Common Ancestry and Diversity
6-8-LS4 -1 Analyze and interpret evidence from
the fossil record to infer patterns of
environmental change resulting in extinction
and changes to life forms throughout the
history of the Earth. [Clarification Statement:
Examples of evidence include sets of fossils
that indicate an environment, anatomical
structures that indicate the function of an
organism in the environment, and fossilized
tracks that indicate behavior of organisms.]
Life Science
SE/TE:
199-203, Chapter 6, Lesson 1
207, “How Do Fossils Show Age?”
207, Figure 4 - Index Fossils
220, “Fossils”
226, Figure 2 -Horse Evolution
TE Only:
203F, Enrich
235G, Performance Expectation Activity
Online:
Exploring Geologic Time Through Core Samples
Lab Investigation
B. Natural Selection
6-8-LS4 -2 Construct an explanation based on
evidence that describes how genetic variations
of traits in a population increase some
individuals' probability of surviving and
reproducing in a specific environment.
[Clarification Statement: Emphasis is on using
simple probability statements and proportional
reasoning to construct explanations.]
Life Science
SE/TE:
128-131, Chapter 4, Lesson 2
130-131, Figure 1 - How to Make a Punnett
Square
133, Apply It!
168, My Planet Diary
169-170, How Can Mutations Affect an
Organism?
TE Only:
131, Observe Crosses in Tobacco Plants
133E, Enrich
235I, Performance Expectation Activity
Online:
What’s the Chance? Inquiry Warm-Up
Coin Crosses Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
23
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-LS4 -3 Gather and synthesize information
about the technologies that have changed the
way humans influence the inheritance of
desired traits in organisms. [Clarification
Statement: Emphasis is on synthesizing
information from reliable sources about the
influence of humans on genetic outcomes in
artificial selection (such as genetic modification,
animal husbandry, and farming practices).]
Life Science
SE/TE:
181-185, “How Can Organisms Be Produced
With Desired Traits?”
TE Only:
183, Differentiated Instruction - Ethics of
Cloning
185, Differentiated Instruction - Genetically
Engineered Medicine
191J, Performance Expectation Activity
C Adaptation
6-8-LS4 - 4 Interpret graphical representations
to support explanations of how natural
selection may lead to increases and decreases
of specific traits in populations over time.
Life Science
SE/TE:
211-219, Chapter 6, Lesson 3
213, Figure 3 - Galapagos Finches
218, Do the Math!
219. Figure 6 - Environmental Change
234, Science Matters – The Incredible Shrinking
Fish
TE Only:
235J, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
24
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
EARTH AND SPACE SCIENCES
ESS1 - Earth's Place in the Universe
A. The Universe and Its Stars
6-8-ESS1-1 Develop and use a model of the
Earth-sun-moon system to explain the cyclic
patterns of lunar phases and eclipses of the
sun and moon. [Clarification Statement:
Examples of models can be physical, graphical,
or conceptual and should emphasize relative
positions and distances.]
Earth Science
SE/TE:
420-425, Chapter 11, Lesson 4
422, Figure 2 - Moon Phases
423, Figure 3 - Solar Eclipse
424, Figure 4 - Lunar Eclipse
TE Only:
425, Differentiated Instruction - Model Eclipses
439G, Performance Expectation Activity
491G, Performance Expectation Activity
Online:
How Does the Moon Move? Inquiry Warm-Up
Moon Phases Quick Lab
6-8-ESS1-2 Develop and use a model of the
Earth-sun system to explain the cyclical pattern
of seasons, which includes the Earth's tilt and
directional angle of sunlight on different areas
of Earth across the year. [Clarification
Statement: Examples of models can be physical,
graphical, or conceptual.]
Earth Science
SE/TE:
400-401, Scenario Investigation
412-415, “What Causes Seasons?”
TE Only:
395A-395F, Directed/Open Inquiry
413, Build Inquiry - Compare and Contrast
Angles of Sunlight
413, Differentiated Instruction - Model
415, Differentiated Instruction - Write and
Model
439A-439F, Directed/Open Inquiry
439G, Performance Expectation Activity
491G, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
25
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-ESS1-3 Develop and use a model to
describe the role of gravity in the motions
within galaxies and the solar system.
[Clarification Statement: Emphasis for the
model is on gravity as the force that holds
together the solar system and Milky Way galaxy
and controls orbital motions within them.
Examples of models can be physical or
conceptual.]
Earth Science
SE/TE:
416-419, Chapter 11, Lesson 3
418, Figure 2 -Orbital Motion
TE Only:
491H, Performance Expectation Activity
Online:
What Factors Effect Gravity? Inquiry Warm-Up
What’s Doing the Pulling? Quick Lab
Around and Around We Go Quick Lab
B. Earth and the Solar System
6-8-ESS1-4 Analyze and interpret data to
determine scale properties of objects in the
solar system. [Clarification Statement:
Examples of scale properties include the sizes
of an object’s layers (such as crust and
atmosphere), surface features (such as
volcanoes), and orbital radius. Examples of data
include statistical information, drawings and
photographs, and models.]
Earth Science
SE/TE:
453-455, “What Makes Up the Solar System?”
453, Do the Math!
465-471, Chapter 12, Lesson 4
465, Figure 1 - The Inner Planets
472-479, Chapter 12, Lesson 5
473, Figure 1 - The Outer Planets
481-485, Chapter 12, Lesson 6
481, Figure 1 - Areas of the Solar System
TE Only:
491I, Performance Expectation Activity
Online:
How Big Is Earth? Inquiry Warm-Up
Ring Around the Sun Inquiry Warm-Up
How Big Are the Planets? Inquiry Warm-Up
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
26
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
C The History of Planet Earth
6-8-ESS1-5 Construct a scientific explanation
based on evidence from rock strata for how the
geologic time scale is used to organize Earth's
history. [Clarification Statement: Emphasis is on
how analyses of rock formations and the fossils
they contain are used to establish relative ages
of major events in Earth’s history. Examples of
Earth’s major events could range from being
very recent (such as the last Ice Age or the
earliest fossils of homo sapiens) to very old
(such as the formation of Earth or the earliest
evidence of life). Examples can include the
formation of mountain chains and ocean
basins, the evolution or extinction of particular
living organisms, or significant volcanic
eruptions.]
Earth Science
SE/TE:
143-145, Chapter 5, Lesson 1
151-161Chapter 5, Lesson 3
TE Only:
145E, Enrich
167A-167F, Directed/Open Inquiry
167G, Performance Expectation Activity
Online:
STEM Quest - The Big Fossil Hunt
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
27
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
ESS2 - Earth's Systems
A. Earth Materials and Systems
6-8-ESS2-1 Develop and use a model to
illustrate that energy from the Earth’s interior
drives convection which cycles Earth’s crust
leading to melting, crystallization, weathering
and deformation of large rock formations,
including generation of ocean sea floor at
ridges, submergence of ocean sea floor at
trenches, mountain building and active volcanic
chains. [Clarification Statement: The emphasis
is on large-scale cycling resulting from plate
tectonics that includes changes in rock types
through erosion, heat and pressure.]
Earth Science
SE/TE:
12-17, Chapter 1, Lesson 2
16, Figure 3 - Subduction
18-23, Chapter 1, Lesson 3
21, Figure 3 - Breaking Up Is Hard to Do
22, Figure 4 - The Andes
21-22, Figure 6 - Earth’s Changing Crust
29, Hot Science, an Ocean Is Born
38-45, Chapter 2, Lesson 1
39, Figure 1 - Stress in Earth’s Crust
44, Figure 5 - Tension and Normal Faults
45, Figure 6 - The Kaibab Plateau
236-237, “What Are Some Features of the
Ocean Floor?”
TE Only:
15, Build Inquiry - Model of the Ocean Floor
17F, Enrich
43, Teacher Demo - Modeling Synclines and
Anticlines
237, Differentiated Instruction - Research
Guyots
237, Build Inquiry - Graph the Ocean Floor
Online:
Mid-Ocean Ridges Quick Lab
Plate Interactions Inquiry Warm-Up
The Shape of the Ocean Floor Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
28
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-ESS2-2 Construct an explanation based on
evidence for how geoscience processes have
changed Earth’s surface at varying time and
spatial scales. [Clarification Statement:
Emphasis is on how processes change Earth’s
surface at time and spatial scales that can be
large (such as slow plate motions or the uplift
of large mountain ranges) or small (such as
rapid landslides or microscopic geochemical
reactions), and how many geoscience processes
(such as earthquakes, volcanoes, and meteor
impacts) usually behave gradually but are
punctuated by catastrophic events. Examples of
geoscience processes include surface
weathering and deposition by the movements
of water, ice, and wind. Emphasis is on
geoscience processes that shape local
geographic features, where appropriate.]
Earth Science
SE/TE:
18-23, Chapter 1, Lesson 3
38-59, Chapter 2
66-88, Chapter 3
100-101, Scenario Investigation
102-129, Chapter 4
103, Figure showing erosion/deposition cycle
496-499, STEM Activity – It’s All Water Under the
Dam
TE Only:
45F, Enrich
135A-135F, Directed/Open Inquiry
135H, Performance Expectation Activity
Online:
Freezing and Thawing Quick Lab
How Does Gravity Affect Materials On a Slope?
Inquiry Warm-Up
B Plate Tectonics and Large-Scale Systems
6-8-ESS2-3 Analyze and interpret data on the
distribution of fossils and rocks, continental
shapes, and seafloor structures to provide
evidence of the past plate motions.
[Clarification Statement: Examples of data
include similarities of rock and fossil types on
different continents, the shapes of the
continents (including continental shelves), and
the locations of ocean structures (such as
ridges, fracture zones, and trenches).]
Earth Science
SE/TE:
9-11, Chapter 1, Lesson 1
9, Figure 1 - Piecing It All Together
10, Figure 2 - Pangaea and Continental Drift
12-17, Chapter 1, Lesson 2
TE Only:
15, Differentiated Instruction - Cause-and-Effect
Table
29G, Performance Expectation Activity
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
29
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
C The Role of Water in Earth’s Surface Processes
6-8-ESS2-4 Design and develop a model to
describe the cycling of water through Earth's
systems driven by energy from the sun and the
force of gravity. [Clarification Statement:
Emphasis is on the ways water changes its state
as it moves through the multiple pathways of
the hydrologic cycle. Examples of models can
be conceptual or physical.]
Earth Science
SE/TE:
216-21, “What Is the Water Cycle?”
225, Figure 6 - An Endless Cycle
310-311, “How Does Water Move Through the
Atmosphere?”
311, Figure 1 - The Water Cycle
TE Only:
217, Differentiated Instruction What Drives the
Water Cycle?
257G, Performance Expectation Activity
395H, Performance Expectation Activity
Online:
Water in the Air Quick Lab
6-8-ESS2-5 Research, collect, and analyze data
to provide evidence for how the motions and
complex interactions of air masses results in
changes in weather conditions. [Clarification
Statement: Emphasis is on how air masses flow
from regions of high pressure to low pressure,
causing weather (defined by temperature,
pressure, humidity, precipitation, and wind) at a
fixed location to change over time, and how
sudden changes in weather can result when
different air masses collide. Emphasis is on how
weather can be predicted within possible
ranges. Examples of data can be provided to
students (such as weather maps, diagrams, and
visualizations) or obtained through laboratory
experiments (such as with condensation).]
Earth Science
SE/TE:
308-309, Scenario Investigation
324-331, Chapter 9, Lesson 4
TE Only:
329, Differentiated Instruction - Weather
Forecasts
353A-353F, Directed/Open Inquiry
353G, Performance Expectation Activity
395H, Performance Expectation Activity
Online:
How Do Fluids of Different Densities Move?
Inquiry Warm-Up
Tracking Air Masses Quick Lab
How Does Latitude Affect Climate? Inquiry
Warm-Up
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
30
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-ESS2-6 Develop and use a model to
describe how unequal heating and rotation of
the Earth cause patterns of atmospheric and
oceanic circulation that determine regional
climates. [Clarification Statement: Emphasis is
on how patterns vary by latitude, altitude, and
geographic land distribution. Emphasis of
atmospheric circulation is on the sunlight-
driven latitudinal banding, the Coriolis effect,
and resulting prevailing winds; emphasis of
ocean circulation is on the transfer of heat by
the global ocean convection cycle, which is
constrained by the Coriolis effect and the
outlines of continents. Examples of models can
be diagrams, maps and globes, or digital
representations.]
Earth Science
SE/TE:
247-251, Chapter 7, Lesson 6
358-359, Scenario Investigation
360-367, Chapter 10, Lesson 1
TE Only:
303A-303F, Directed/Open Inquiry
353H, Performance Expectation Activity
363, Teacher Demo - Air Temperature and
Altitude
364, Build Inquiry - Comparing Water and Soil
Online:
Bottom to Top Inquiry Warm-Up
Modeling Ocean Currents Quick Lab
Sunny Rays and Angles Quick Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
31
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
ESS3 - Earth and Human Activity
A. Natural Resources
6-8-ESS3-1 Construct a scientific explanation
based on evidence for how the uneven
distributions of Earth’s mineral, energy, and
groundwater resources are the result of past
and current geoscience processes and human
activity. [Clarification Statement: Emphasis is on
how these resources are limited and typically
non-renewable, and how their distributions are
significantly changing as a result of removal by
humans. Examples of uneven distributions of
resources as a result of past processes include
but are not limited to petroleum (locations of
the burial of organic marine sediments and
subsequent geologic traps), metal ores
(locations of past volcanic and hydrothermal
activity associated with subduction zones), and
soil (locations of active weathering and/or
deposition of rock).]
Earth Science
SE/TE:
175-181, Chapter 6, Lesson 1
TE Only:
203G, Performance Expectation Activity
B. Natural Hazards
6-8-ESS3-2 Analyze and interpret data on
natural hazards to forecast future catastrophic
events and inform the development of
technologies to mitigate their effects.
[Clarification Statement: Emphasis is on how
some natural hazards, such as volcanic eruptions
and severe weather, are preceded by phenomena
that allow for reliable predictions, but others, such
as earthquakes, occur suddenly and with no
notice, and thus are not yet predictable. Examples
of natural hazards can be taken from interior
processes (such as earthquakes and volcanic
eruptions), surface processes (such as mass
wasting and tsunamis), or severe weather events
(such as hurricanes, tornadoes, and floods).
Examples of data can include the locations,
magnitudes, and frequencies of the natural
hazards. Examples of technologies can be global
(such as satellite systems to monitor hurricanes or
forest fires) or local (such as building basements
in tornado-prone regions or reservoirs to mitigate
droughts).]
Earth Science
SE/TE:
55-56, Chapter 2, Lesson 3
102-105, Chapter 4, Lesson 1
243, “Tsunami”
322-323, “What Are the Causes and Effects of
Floods and Droughts?”
333-341, Chapter 9, Lesson 5
353, Think Like a Scientist - Tracking Hurricanes
TE Only:
65I, Performance Expectation Activity
337, Differentiated Instruction - Hurricane
Movement
Online:
Design a Seismograph Quick Lab
Storm Safety Quick Lab
STEM Quest - To Hike or Not to Hike
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
32
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
C. Human Impacts on Earth’s Systems
6-8-ESS3-3 Analyze data to define the
relationship for how increases in human
population and per-capita consumption of
natural resources impact Earth's systems.
[Clarification Statement: Examples of data
include grade-appropriate databases on human
populations and the rates of consumption of
food and natural resources (such as freshwater,
mineral, and energy). Examples of impacts can
include changes to the appearance,
composition, and structure of Earth’s systems
as well as the rates at which they change.]
Life Science
TE Only:
575A-575H, Directed/Open Inquiry
Earth Science
SE/TE:
224, “How Can Lakes Change?”
384-389, Chapter 10, Lesson 4
386, Figure 2 -Carbon Dioxide Levels
501-505, Chapter 13, Lesson 1
507-511, Chapter 13, Lesson 2
510, Apply It!
512-517, Chapter 13, Lesson 3
519-525, Chapter 13, Lesson 4
527-535, Chapter 13, Lesson 5
536-543, Chapter 13, Lesson 6
TE Only:
203H, Performance Expectation Activity
511, Differentiated Instruction Calculate Your
Ecological Footprint
Online:
Using Resources Inquiry Warm-Up
STEM Quest - Shrinking Your Carbon Footprint
6-8-ESS3-4 Apply scientific principles to design a
method for monitoring and minimizing a
human impact on the environment.
[Clarification Statement: Examples of the design
process include examining human
environmental impacts, assessing the kinds of
solutions that are feasible, and designing and
evaluating solutions that could reduce that
impact. Examples of human impacts can
include water usage (such as the withdrawal of
water from streams and aquifers or the
construction of dams and levees), land usage
(such as urban development, agriculture, or the
removal of wetlands), and pollution (such as of
the air, water, or land).]
Earth Science
SE/TE:
224, “How Can Lakes Change?”
384-389, Chapter 10, Lesson 4
386, Figure 2 -Carbon Dioxide Levels
501-543, Chapter 13
TE Only:
549G, Performance Expectation Activity
Online:
Cleaning Up Oil Spills Quick Lab
Quest - Construction Without Destruction
STEMQuest - Shrinking Your Carbon Footprint
STEMQuest - To Cross or Not to Cross
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
33
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
D. Global Climate Change
6-8-ESS3-5 Analyze evidence of the factors that
have caused the change in global temperatures
over the past century. [Clarification Statement:
Examples of factors include human activities
(such as fossil fuel combustion, cement
production, and agricultural activity) and
natural processes (such as changes in incoming
solar radiation or volcanic activity). Examples of
evidence can include tables, graphs, and maps
of global and regional temperatures,
atmospheric levels of gases such as carbon
dioxide and methane, and the rates of human
activities.]
Earth Science
SE/TE:
379-383, Chapter 10, Lesson 3
384-389, Chapter 10, Lesson 4
394, Science Matters - Tracking Earth’s Gases
From Space
TE Only:
381, Differentiated Instruction - Tree Rings
389, Differentiated Instruction - Photographic
Evidence
395I, Performance Expectation Activity
Online:
What Story Can Tree Rings Tell? Inquiry Warm-
Up
Climate Clues Quick Lab
Greenhouse Gases and Global Warming Quick
Lab
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
34
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
ENGINEERING, TECHNOLOGY, AND APPLICATION OF SCIENCE
ETS1 - Engineering Design
A. Defining and Delimiting Engineering Problems
6-8-ETS-1 Define the criteria and constraints of
a design problem with sufficient precision to
ensure a successful solution, taking into
account relevant scientific principles and
potential impacts on people and the natural
environment that may limit possible solutions.
Life Science
SE/TE:
86-87, STEM Activity - Energy Boosters, Identify
the Problem/Do Research
496, STEM Activity - River Works, Identify the
Problem/Do Research
616-617, STEM Activity - Out of the Corner of
Your Eye, Identify the Problem/Do Research
Earth Science
SE/TE:
34, STEM Activity - Shake, Rattle, and Roll,
Identify the Problem/Do Research
208, STEM Activity - I Wouldn’t Drink That,
Identify the Problem/Do Research
444, STEM Activity - Life on Mars, Identify the
Problem/Do Research
496-497, STEM Activity - It’s All Water Under the
Dam, Identify the Problem/Do Research
Physical Science
SE/TE:
6, STEM Activity - Crystal Clear, Identify the
Problem/Do Research
198-199, STEM Activity - Sail Away, Identify the
Problem/Do Research
446-447, STEM Activity - Flipping the Switch,
Identify the Problem/Do Research
STEMQuest
Online:
Construction Without Destruction - Quest Kick-
Off, Make Your Construction Case
Design to Stop a Thief - Quest Kick-Off
Hot and Cool Chemistry - Quest Kick-off
Keep Hot Liquids Hot - Quest Kick-Off
Peak Performance Plan - Quest Kick-Off
Shrinking Your Carbon Footprint - Quest Kick-
Off
To Cross or Not to Cross - The Community
Speaks, Design an Animal Crossing
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
35
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
B. Developing Possible Solutions
6-8-ETS-2 Evaluate competing design solutions
using a systematic process to determine how
well they meet the criteria and constraints of
the problem.
Life Science
SE/TE:
87, STEM Activity - Energy Boosters, Develop
Possible Solutions/Choose One Solution
497, STEM Activity - River Works, Develop Possible
Solutions/Choose One Solution
617-618, STEM Activity - Out of the Corner of Your
Eye, Develop Possible Solutions/Choose One
Solution
Earth Science
SE/TE:
35, STEM Activity - Shake, Rattle, and Roll, Develop
Possible Solutions/Choose One Solution
209, STEM Activity - I Wouldn’t Drink That, Develop
Possible Solutions/Choose One Solution
445, STEM Activity - Life on Mars, Develop Possible
Solutions/Choose One Solution
497, STEM Activity - It’s All Water Under the Dam,
Develop Possible Solutions/Choose One Solution
Physical Science
SE/TE:
7, STEM Activity - Crystal Clear, Develop Possible
Solutions/Choose One Solution
199, STEM Activity - Sail Away, Develop Possible
Solutions/Choose One Solution
447-448, STEM Activity - Flipping the Switch,
Develop Possible Solutions/Choose One Solution
STEMQuest
Online:
Construction Without Destruction - Make Your
Construction Case
Design to Stop a Thief - Optical Demonstration
Hot and Cool Chemistry - Design Your Pack
Keep Hot Liquids Hot – Keep the Cold Out
Peak Performance Plan - Training Systems,
Training Table
Shrinking Your Carbon Footprint - Energy Savings
at School
To Cross or Not to Cross - Design an Animal
Crossing
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
36
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-ETS-3 Analyze data from tests to determine
similarities and differences among several
design solutions to identify the best
characteristics of each that can be combined
into a new solution to better meet the criteria
for success.
Life Science
SE/TE:
88, STEM Activity - Energy Boosters, Design and
Construct a Prototype/Test the Prototype
498, STEM Activity - River Works, Design and
Construct a Prototype/Test the Prototype
618, STEM Activity - Out of the Corner of Your
Eye, Design and Construct a Prototype/Test the
Prototype
Earth Science
SE/TE:
35-36, STEM Activity - Shake, Rattle, and Roll,
Design and Construct a Prototype/Test the
Prototype
209-210, STEM Activity - I Wouldn’t Drink That,
Design and Construct a Prototype/Test the
Prototype
445-446, STEM Activity - Life on Mars, Design
and Construct a Prototype/Test the Prototype
498, STEM Activity - It’s All Water Under the
Dam, Design and Construct a Prototype/Test
the Prototype
Physical Science
SE/TE:
8, STEM Activity - Crystal Clear, Design and
Construct a Prototype/Test the Prototype
200, STEM Activity - Sail Away, Design and
Construct a Prototype/Test the Prototype
448-449, STEM Activity - Flipping the Switch,
Design and Construct a Prototype/Test the
Prototype
STEMQuest
Online:
Design to Stop a Thief - Optical Demonstration
Hot and Cool Chemistry - Pack Building
Keep Hot Liquids Hot – Keep the Heat In
Shrinking Your Carbon Footprint - Make a
Difference, Reflect on Shrinking Your Carbon
Footprint
To Cross or Not to Cross - Design an Animal
Crossing
A Correlation of Interactive Science Custom Edition: Life, Earth, Physical ©2016 to the
Missouri Learning Standards: Grade Level Expectations for 6-8 Science
37
Missouri Learning Standards:
Grade Level Expectations for 6-8 Science
Interactive Science ©2016
Custom Edition: Life, Earth, Physical
6-8-ESTS-4 Develop a model to generate data
for iterative testing and modification of a
proposed object, tool, or process such that an
optimal design can be achieved.
Life Science
SE/TE:
89, STEM Activity - Energy Boosters, Evaluate
and Redesign
499, STEM Activity - River Works, Evaluate and
Redesign
619, STEM Activity - Out of the Corner of Your
Eye, Evaluate and Redesign
Earth Science
SE/TE:
36-37, STEM Activity - Shake, Rattle, and Roll,
Evaluate and Redesign
211, STEM Activity - I Wouldn’t Drink That,
Evaluate and Redesign
447, STEM Activity - Life on Mars, Evaluate and
Redesign
499, STEM Activity - It’s All Water Under the
Dam, Evaluate and Redesign
Physical Science
SE/TE:
9, STEM Activity - Crystal Clear, Evaluate and
Redesign
201, STEM Activity - Sail Away, Evaluate and
Redesign
449, STEM Activity - Flipping the Switch,
Evaluate and Redesign
STEM Quest
Online:
Construction Without Destruction - Reflect on
Your Basketball Court Plans
Design to Stop a Thief - Reflect on Your
Demonstration
Hot and Cool Chemistry - Reflect on Your Pack
Keep Hot Liquids Hot – Reflect on Your
Insulating Container
To Cross or Not to Cross - Design an Animal
Crossing, Reflect on Your Animal Crossing
Design
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