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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001(Grades 6 - 8)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series1
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
STRAND 1 EARTH SCIENCE
Mapping the Earth
1. Recognize, interpret, and be able to createmodels of the
earths common physical featuresin various mapping representations,
includingcontour maps. Choose a small area of unpaved, sloping
groundin the schoolyard or a park. Create a scale contourmap of the
area. Include true north and magneticnorth.
Earths Changing SurfaceSE: Chapter 1: Mapping Earths Surface,
p.
G12 Section 1: Exploring Earths Surface,
p. G14 Section 4: Topographic Maps, p.
G29 Discover: What Is the Land Like
Around Your School?, p. G14 Discover: Can a Map Show
Relief?,
p. G29 Sharpen Your Skills: Interpreting
Data, p. G31 Skills Lab: A Map in a Pan, p. G34
Interdisciplinary Activities: Math
Toolbox, p. G30TE: Building Inquiry Skills: Organizing
Information, p. G16, Classifying, p. G17,Making Models, p. G32,
ExploringLandforms, p. G17
ISLM: G.1, Using a Topographic Map
Earths Changing SurfaceChapter 1: Mapping Earths Surface, p.
G12SE: Section 1 Review, p. G18, Section 4
Review, p. G33, Analyze and Conclude,p. G34, Chapter 1
Assessment, pp. G36-37
TE: Ongoing Assessment, pp. G15, G17,G31, Performance
Assessment, pp. G18,G33
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series2
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued) 1. Recognize, interpret, and be able to createmodels
of the earths common physical featuresin various mapping
representations, includingcontour maps. Choose a small area of
unpaved, sloping ground
in the schoolyard or a park. Create a scalecontour map of the
area. Include true north andmagnetic north.
(Continued)TR: Sections 1-1, 1-4: Lesson Plan, Section
Summary, Enrich, pp. G13-16, G25-28SES: Book F, Inside Earth:
Chapter 1, Book
H, Earths Waters: Chapter 1, Book I,Weather and Climate: Chapter
1
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series3
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Earths Structure
2. Describe the layers of the solid earth,including the
lithosphere, the hot convectingmantle, and the dense metallic core.
Use a Styrofoam ball and paint to construct a
cross-section model of the earth.
Inside EarthSE: Chapter 1: Plate Tectonics, p. F14
Section 1: Earths Interior, p. F16 Discover: How Do
Scientists
Determine Whats Inside Earth, p.F16
Sharpen Your Skills: Creating DataTables, p. F21
Exploring: Earths Interior, p. F22 Interdisciplinary Activities:
Language
Arts, p. F19TE: Inquiry Challenge, p. F18, Using the
Visuals, p. F19, Building Inquiry Skills:Comparing and
Contrasting, p. F20,Demonstration, pp. F21, F22,
IntegratingPhysics, p. F23
TR: Section 1-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. F15-18
SES: Book N, Electricity and Magnetism:Chapter 1
Inside EarthChapter 1: Plate Tectonics, p. F14SE: Section 1
Review, p. F24, Chapter 1
Assessment, pp. F50-F51TE: Ongoing Assessment, pp. F17, F19,
F21, F23, Performance Assessment, p.F24
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series4
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Heat Transfer in the Earths System
3. Differentiate among radiation, conduction,and convection, the
three mechanisms bywhich heat is transferred through the
earthssystem. Investigate the movement of a drop of food
coloring placed in water, with and without a heatsource, and in
different positions relative to aheat source.
Inside EarthSE: Chapter 1: Plate Tectonics, p. F14
Section 2: Convection Currents in theMantle, p. F25
Discover: How Can Heat CauseMotion in a Liquid?, p. F25
TE: Demonstration, p. F26, Building Inquiryskills: Observing, p.
F26
TR: Section 1-2: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. F19-22
SES: Book M, Motion, Forces, and Energy:Chapter 6
Weather and ClimateSE: Chapter 2: Weather Factors, p. I40
Section 2: Heat Transfer, p. I48 Discover: What Happens When Air
is
Heated?, p. I48 Try This: Temperatures at Two
Heights, p. I50TE: Demonstration, p. I49, Building Inquiry
Skills: Calculating, p. I49, Inquiry, p.I50
TR: Section 2-2: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. I45-48
Inside EarthChapter 1: Plate Tectonics, p. F14SE: Section 2
Review, p. F27, Chapter 1
Assess., pp. F49-51TE: Perf. Assess, p. F27Weather and
ClimateChapter 2: Weather Factors, p. I40SE: Section 2 Review, p.
I51, Chapter 2
Assess., p. I71TE: Ongoing Assessment, p. I49, Performance
Assessment, p. I51
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series5
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
4. Explain the relationship among the energyprovided by the sun,
the global pat-terns ofatmospheric movement, and the
temperaturedifferences among water, land, andatmosphere. Note the
relationship between global wind
patterns and ocean current patterns.
Weather and ClimateSE: Chapter 2: Weather Factors, p. I40
Section 1: Energy in the Atmosphere,p. I42
Section 3: Winds, p. I52 Discover: Does a Plastic Bag Trap
Heat?, p. I42 Discover: Which Way Does the
Wind Turn?, p. I52 Skills Lab: Heating Earths Surface,
p. I46 Real-World Lab: Wheres the
Wind?, p. I54 Interdisciplinary Activities: Social
Studies, p. I58 Try This: Build a Wind Vane, p. I53
TE: Integrating Physics, p. I43, ExploringEnergy in the
Atmosphere, p. I44,Demonstration, pp. I53, I57, IncludingAll
Students, pp. I56, I58
TR: Sections 2-1, 2-3: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. I41-44, I49-48, Skills Lab/Real-World, pp.
I61-63, I64-65
SES: Book O, Sound and Light: Chapters 3and 4
Weather and ClimateChapter 2: Weather Factors, p. I40SE: Section
1 Review, p. I45, Section 2
Review, p. I51, Analyze and Conclude,pp. I47, I55, Chapter 2
Assess., pp. I71-73
TE: Ongoing Assessment, pp. I43, I57, I59,Performance Assessment
pp. I45, I60
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series6
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Earths History
5. Describe how the movement of the earthscrustal plates causes
both slow changes in theearths surface (e.g., formation of
mountainsand ocean basins) and rapid ones (e.g.,volcanic eruptions
and earth-quakes). Use the Pangaea map to understand plate
movement. Research and map the location of volcanic orearthquake
activity. Relate these locations to thelocations of the earths
tectonic plates.
Inside EarthSE: Chapter 1: Plate Tectonics, p. F14
Section 5: The Theory of PlateTectonics, p. F42
Discover: How Well Do theContinents Fit Together?, p. F42
Sharpen Your Skills: Predicting, p.F43
Skills Lab: Hot Plates, p. F48 Exploring: Plate Tectonics, p.
F44
Chapter 2: Earthquakes, p. F52 Section 1: Earths Crust in
Motion,
p. F54 Discover: How Does Stress Affect
Earths Crust?, p. F54 Sharpen Your Skills: Measuring, p.
F59 Try This: Its a Stretch, p. F55 Skills Lab: Modeling
Movement
Along Faults, p. F62Chapter 3: Volcanoes
Section 1: Volcanoes and PlateTectonics, p. F88
Discover: Where Are VolcanoesFound on Earths Surface?, p.
F88
Try This: Hot Spot in a Box, p. F91
Inside EarthChapter 1: Plate Tectonics, p. F14SE: Section 5
Review, p. F47, Analyze and
Conclude, p. F48, Chapter 1 Assessment,pp. F50-51
TE: Ongoing Assessment, pp. F43, F45,Performance Assessment, p.
F47
Chapter 2: Earthquakes, p. F52SE: Section 1 Review, p. F61,
Analyze and
Conclude, p. F63, Chapter 2 Assessment,pp. F84-85
Chapter 3: Volcanoes, p. F86SE: Section 1 Review, p. F91,
Analyze andConclude, p. F92, Chapter 3 Assessment, pp.F114-115
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series7
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)5. Describe how the movement of the earthscrustal
plates causes both slow changes in theearths surface (e.g.,
formation of mountainsand ocean basins) and rapid ones
(e.g.,volcanic eruptions and earth-quakes). Use the Pangaea map to
understand plate
movement. Research and map the location of volcanic or
earthquake activity. Relate these locations to thelocations of
the earths tectonic plates.
(Continued) Skills Lab: Mapping Earthquakes and
Volcanoes, p. F92 Interdisciplinary Activities: Language
Arts, p. F89TE: Inquiry Challenge, pp. F43, F44, F60,
Demonstration, p. F44, Using theVisuals, p. F44, Building
Inquiry Skills:Applying Concepts, p. F56, Comparingand Contrasting,
p. F58, Including AllStudents, pp. F57, F90, Real-LifeLearning, p.
F59
ISLM: F.1, Mapping a Future WorldTR: Sections 1-5, 2-1, 3-1:
Lesson Plan,
Section Summary, Review and Reinforce,Enrich, pp. F31-34,
F47-50, F75-78,Skills Lab blackline masters, pp. F38-39,F63-64,
F91-93
SES: Book M, Motion, Forces, and Energy:Chapter 2
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series8
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
6. Describe and give examples of ways inwhich the earths surface
is built up and torndown by natural processes, includingdeposition
of sediments, rock formation,erosion, and weathering. Observe signs
of erosion and weathering in local
habitats and note seasonal changes. Visit local sites following
storm events andobserve changes.
Earths Changing SurfaceSE: Chapter 3: Erosion and Deposition,
p.
G64 Section 1: Changing Earths Surface,
p. G66 Section 2: Water Erosion, p. G72 Discover: How Does
Gravity Affect
Materials on a Slope?, p. G66 Discover: How Does Moving
Water
Wear Away Rocks?, p. G72 Sharpen Your Skills: Observing, p.
G69 Try This: Raindrops Falling, p. G74 Skills Lab: Sand Hills,
p. G70 Real-World Lab: Streams in Action,
p. G82 Interdisciplinary Activities: Science
and Society, p. G84Chapter 2: Weathering and Soil Formation,
p.
G38 Section 1: Rocks and Weathering, p.
G40 Discover: How Fast Can It Fizz?, p.
G40 Try This: Rusting Away, p. G44 Skills Lab: Rock Shake, p.
G46 Interdisciplinary Activities: Science
and Society, p. G48
Earths Changing SurfaceChapter 3: Erosion and Deposition, p.
G64SE: Section 1 Review, p. G69, Section 2
Review, p. G81, Analyze and Conclude,p. G71, G83, Chapter 3
Assessment, pp.G102-103
TE: Ongoing Assessment, pp. G67, G73,G75, G77, G79,
PerformanceAssessment, pp. G69, G81
Chapter 2: Rocks and Weathering, p. G40SE: Section 1 Review, p.
G45, Analyze and
Conclude, p. G47, Chapter 2Assessment, pp. G62-63
TE: Ongoing Assessment, pp. G41, G43,Performance Assessment, p.
G45
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series9
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)6. Describe and give examples of ways inwhich the
earths surface is built up and torndown by natural processes,
includingdeposition of sediments, rock formation,erosion, and
weathering. Observe signs of erosion and weathering in local
habitats and note seasonal changes. Visit local sites following
storm events and
observe changes.
(Continued)TE: Demonstration, pp. G41, G73,
Integrating Physics, p. G43, BuildingInquiry Skills: Designing
Experiments,p. G42, Real-Life Learning, pp. G43,G73, G76, G79,
Inquiry Challenge, pp.G45, G75, G76, G80, Including AllStudents,
pp. G74, G79, using theVisuals: Figure 9, p. G75, Figure 12, p.G77,
Integrating Chemistry, p. G80
ISLM: G.2, Investigating Soils and DrainageTR: Sections 2-1,
3-1, 3-2: Lesson Plan,
Section Summary, Review and Reinforce,Enrich, pp. G41-44,
G65-68, G69-72,Skills Lab blackline masters, pp. G53-55,G89-90,
Real-World Lab blacklinemasters, pp. G91-93
SES: Book H, Earths Waters: Chapters 1, 2,and 3, Book L,
Chemical Interactions:Chapter 3
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series10
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
7. Explain and give examples of how physicalevidence, such as
fossils and surface featuresof glaciation, supports theories that
the earthhas evolved over geologic time. Make a timeline showing
index fossils. Discuss
which of these fossils are actually found in NewEngland. Discuss
why some may be missingfrom local rocks.
Earths Changing SurfaceSE: Chapter 3: Erosion and Deposition,
p.
G64 Section 4: Glaciers, p. G89 Discover: How Do Glaciers
Change
the Land?, p. G89Chapter 4: A Trip Through Geologic Time,
p.G104
Section 1: Fossils, p. G106 Discover: Whats in a Rock?, p.
G106 Try This: Sweet Fossils, p. G108
TE: Building Inquiry Skills: DesigningExperiments, p. G90,
Observing, p. G91,Making Models, p. G108, Inferring, p.G109,
Comparing and Contrasting, p.G110, Inquiry Challenge, p.
G110,Demonstration, pp. G92, G107,
TR: Sections 3-4, 4-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. G77-80, G101-104
SES: Book H, Earths Waters: Chapter 2,Book F, Inside Earth:
Chapter 5, BookK, Chemical Building Blocks: Chapter 4,Book C, Cells
and Heredity: Chapter 5
Earths Changing SurfaceChapter 3: Erosion and Deposition, p.
G64SE: Section 4, p. G93, Chapter 3
Assessment, pp. G102-103TE: Ongoing Assessment, p. G91,
Performance Assessment, p. G88
A Trip Through Geologic Time, p. G104SE: Section 1 Review, p.
G112, Chapter 4
Assessment, pp. G142-143TE: Ongoing Assessment, pp. G107,
G109,
G111, Performance Assessment, p. G112
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series11
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
The Earth in the Solar System
8. Recognize that gravity is a force that pullsall things on and
near the earth toward thecenter of the earth. Gravity plays a major
rolein the formation of the planets, stars, andsolar system and in
determining their motions. Observe the speed at which objects of
various
mass drop from a common height.
AstronomySE: Chapter 2: The Solar System, p. J48
Section 1: Observing the SolarSystem, p. J50
Discover: How Do Mass and SpeedAffect an Objects Motion?, p.
J50
Try This: A Loopy Ellipse, p. J53TE: Building Inquiry Skills:
Comparing and
Contrasting, p. J52, Modeling, p. J52,Including All Students, p.
J52
TR: Section 2-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. J41-44
AstronomyChapter 2: The Solar System, p. J48SE: Section 1
Review, p. J55, Chapter 2
Assessment, pp. J90-91TE: Ongoing Assessment, pp. J51, J53,
Performance Assessment, p. J55
9. Describe lunar and solar eclipses, theobserved moon phases,
and tides. Relate themto the relative positions of the earth,
moon,and sun. Use globes and a light source to explain whyhigh
tides on two successive mornings aretypically about 25 hours
(rather than 24) apart.
AstronomySE: Chapter 1: Earth, Moon, and Sun, p. J12
Section 1: Earth in Space, p. J14 Section 2: Phases, Eclipses,
and
Tides, p. J24 Discover: Why Does Earth Have Day
and Night?, p. J14 Discover: How Does the Moon
Move?, p. J24 Sharpen Your Skills: Calculating, p.
J15 Sharpen Your Skills: Making
Models, p. J28
AstronomyChapter 1: Earth, Moon, and Sun, p. J12SE: Section 1
Review, p. J21, Section 2
Review, p. J34, Analyze and Conclude,pp. J23, J31, Chapter 1
Assessment, pp.J46-47
TE: Ongoing Assessment, pp. J15, J17, J19,J25, J27, J29, J33,
PerformanceAssessment, p. J21, J34
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series12
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)9. Describe lunar and solar eclipses, theobserved
moon phases, and tides. Relate themto the relative positions of the
earth, moon,and sun. Use globes and a light source to explain
why
high tides on two successive mornings aretypically about 25
hours (rather than 24) apart.
(Continued) Skills Lab: Reasons for Seasons, p.
J22 Skills Lab: A Month of Phases, p.
J30TE: Building Inquiry Skills: Comparing and
Contrasting, p. J18, Making Models, p.J32, Predicting, p. J32,
Demonstrations,pp. J16, J19, Inquiry Challenge, pp. J20,J26,
J33
ISLM: Lab J.1, Constructing a FoucaltPendulum
TR: Sections 1-1, 1-2: Lesson Plan, SectionSummary, Enrich, pp.
J13-16, J17-20
SES: Book A, From Bacteria to Plants:Chapter 5, Book B, Animals:
Chapter 5,Book M, Motion, Forces, and Energy:Chapter 3, Book E,
EnvironmentalScience: Chapter 5, Book H, EarthsWaters: Chapter
4
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series13
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
10. Compare and contrast properties andconditions of objects in
the solar system (i.e.,sun, planets, and moons) to those on
Earth(i.e., gravitational force, distance from the sun,speed,
movement, temperature, andatmospheric conditions). Using light
objects such as balloons or
basketballs, and heavy objects such as rocks,make models that
show how heavy a 1 kg.pumpkin would seem to you on the surface of
themoon, Mars, Earth, and Jupiter.
AstronomySE: Chapter 2: The Solar System, p. J48
Section 3: The Inner Planets, p. J62 Section 4: The Outer
Planets, p. J70 Discover: How Does Mars Look
From Earth?, p. J62 Discover: How Large Are the Outer
Planets?, p. J70 Sharpen Your Skills: Graphing, p.
J65 Try This: Remote Control, p. J68 Try This: Model Saturn, p.
J73 Skills Lab: Speeding Around the
Sun, p. J78 Interdisciplinary Activities: Music, p.
J66 Interdisciplinary Activities: Language
Arts, p. J75TE: Integrating Earth Science, p. J63,
Demonstration, p. J65, Building InquirySkills: Observing, p.
J64, p. J68,Making Models, p. J72, Relating Causeand Effect, p.
J76, Using the Visuals, p.J74, Language Arts, p. J75
TR: Sections 2-3, 2-4: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. J49-52, J53-56, Skills Lab blacklinemasters,
pp. J67-69
SES: Book F, Inside Earth: Chapter 1
AstronomyChapter 2: The Solar System, p. J48SE: Section 3
Review, p. J69, Section 4
Review, p. J77, Analyze and Conclude,p. J79, Chapter 2
Assessment, pp. J90-91
TE: Ongoing Assessment, pp. J63, J65, J67,J71, J73, J75,
Performance Assessment,p. J69, J77
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series14
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
11. Explain how the tilt of the earth and itsrevolution around
the sun result in an unevenheating of the earth, which in turn
causes theseasons.
AstronomySE: Chapter 1: Earth, Moon, and Sun, p. J12
Section 1: Earth in Space, p. J14 Discover: Why Does Earth Have
Day
and Night?, p. J14 Sharpen Your Skills: Calculating, p.
J15 Skills Lab: Reasons for Seasons, p.
J22TE: Building Inquiry Skills: Comparing and
Contrasting, p. J18, Demonstrations, pp.J16, J19, Inquiry
Challenge, pp. J20
ISLM: Lab J.1, Constructing a FoucaltPendulum
TR: Section 1-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. J13-16
SES: Book A, From Bacteria to Plants:Chapter 5, Book B, Animals:
Chapter 5
AstronomyChapter 1: Earth, Moon, and Sun, p. J12SE: Section 1
Review, p. J21, Analyze and
Conclude, pp. J23, Chapter 1Assessment, pp. J46-47
TE: Ongoing Assessment, pp. J15, J17, J19,Performance
Assessment, p. J21
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series15
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
12. Recognize that the universe contains manybillions of
galaxies, and that each galaxycontains many billions of stars.
Count the number of stars you can see with yournaked eye in a small
group such as the Pleiades.Repeat with low power binoculars. Repeat
againwith telescope or powerful binoculars. Research thenumber of
stars present. Discuss the meaning ofyour answers.
AstronomySE: Chapter 3: Stars, Galaxies, and the
Universe, p. J92 Section 4: Star Systems and
Galaxies, p. J117 Section 5: History of the Universe, p.
J121 Discover: Why Does the Milky Way
Look Hazy?, p. J117 Discover: How Does the Universe
Expand?, p. J121 Try This: A Spiral Galaxy, p. J119
TE: Inquiry Challenge, p. J118, BuildingInquiry Skills:
Communicating, p. J124
TR: Sections 3-4, 3-5: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. J89-92, J93-96
SES: Book A, From Bacteria to Plants:Chapter 1
AstronomyChapter 3: Stars, Galaxies, and the Universe, p.J92SE:
Section 4 Review, p. J120, Section 5
Review, p. J124, Chapter 3 Assessment,pp. J126-127
TE: Ongoing Assessment, p. J123,Performance Assessment, pp.
J120, J124
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series16
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
STRAND 2 LIFE SCIENCE (BIOLOGY)
Classification of Organisms
1. Classify organisms into the currentlyrecognized kingdoms
according tocharacteristics that they share. Be familiar
withorganisms from each kingdom.
From Bacteria to PlantsSE: Chapter 1: Living Things, p. 14
Section 3: Classifying Organisms, p.A28
Section 4: The Six Kingdoms, p.A40
Sharpen Your Skills: Observing, p.A32
Discover: Can You Organize a JunkDrawer?, p. A28
Discover: Which Organism GoesWhere?, p. A40
Interdisciplinary Activities: LanguageArts, p. A30
Real-World Lab: Living Mysteries,p. A38
TE: Inquiry Challenge, p. A29, A31, Real-Life Learning, p. A41,
Demonstration, p.A42
ISLM: A.1, Developing a Classification forSeeds
TR: Sections 1-3, 1-4: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. A23-26, pp. A27-30, Real World LabBlackline
masters, pp. A33-35
From Bacteria to PlantsChapter 1: Living Things, p. 14SE:
Section 3: Review, p. A37, Section 4:
Review, p. A42, Analyze and Conclude,p. A39, Chapter 1
Assessment, p. A44-45
TE: Ongoing Assessment, pp. A29, A31,A33, A35, A41,
PerformanceAssessment, pp. A37, A42
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series17
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)1. Classify organisms into the currentlyrecognized
kingdoms according tocharacteristics that they share. Be familiar
withorganisms from each kingdom.
(Continued)SES: Book E, Environmental Science: Chapter
2, Book K Chemical Building Blocks:Chapter 3
Structure and Function of Cells
2. Recognize that all organisms are composedof cells, and that
many organisms are single-celled (unicellular), e.g., bacteria,
yeast. Inthese single-celled organ-isms, one cell mustcarry out all
of the basic functions of life. Observe, describe, record, and
compare a varietyof unicellular organisms found in
aquaticecosystems.
From Bacteria to PlantsSE: Chapter 3: Protists and Fungi, p.
A78
Section 1: Protists, p. A80 Discover: What Lives in a Drop
of
Pond Water?, p. A80 Sharpen Your Skills: Predicting, p.
A87 Try This: Feeding Paramecia, p. A84 Exploring: Protozoans,
p. A82
SE: Chapter 2: Viruses and Bacteria, p. A 46 Section 2:
Bacteria, p. A 56 Discover: How Quickly Can Bacteria
Multiply?, p. A 56 Sharpen Your Skills: Graphing, p. A
59 Try This: Bacteria for Breakfast, p. A
61 Interdisciplinary Activities: Bacteria
and the Foods of the World, p. A 62 Real-World Lab: Do
Disinfectants
Work?, p. A 66
From Bacteria to PlantsChapter 3: Protists and Fungi, p. A78SE:
Section 1: Review, p. A89, Analyze and
Conclude, p. A93, Chapter 3Assessment, p. A106-107
TE: Ongoing Assessment, pp. A81, A83,A85, A87, Performance
Assessment, p.A89
Chapter 2: Viruses and Bacteria, p. A46SE: Section 2: Review, p.
A65, Analyze and
Conclude, p. A67, Chapter 2Assessment, p. A76-77
TE: Ongoing Assessment, pp. A57, A59,A61, A63, Performance
Assessment, p.A65
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series18
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)2. Recognize that all organisms are composedof cells,
and that many organisms are single-celled (unicellular), e.g.,
bacteria, yeast. Inthese single-celled organ-isms, one cell
mustcarry out all of the basic functions of life. Observe,
describe, record, and compare a variety
of unicellular organisms found in aquaticecosystems.
(Continued)TE: Inquiry Challenge, pp. A81, A83, A86;
Building Inquiry Skills: Making Models,pp. A85, A86,
Classifying, p. A 57,Designing Experiments, p. A 60,Drawing
Conclusions, p. A 63,Demonstration, pp. A64, A88
ISLM: A.3, Comparing Protists, A.2,Eubacteria That Dine on
Vegetables
TR: Sections 3-1, 2-2: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. A47-50, A71-74, Real-World LabBlackline
masters, pp. A79-80, A57-59
SES: Book H, Earths Waters: Chapters 1, 5
Please note: see also Cells and Heredity, Chapter1: Cell
Structure and Function, Section 2:Looking Inside Cells, and Section
4: The Cell inits Environment.
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series19
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
3. Compare and contrast plant and animalcells, including major
organelles (cellmembrane, cell wall, nucleus,
cytoplasm,chloroplasts, mitochondria, vacuoles). Observe a range of
plant and animal cells to
identify the cell wall, cell membrane,chloroplasts, vacuoles,
nucleus, and cytoplasmwhen present.
Cells and HereditySE: Chapter 1: Cell Structure and
Function,
p. C14 Section 2: Looking Inside Cells, p.
C23 Discover: How Large Are Cells?, p.
C23 Try This: Gelatin Cell, p. C29 Skills Lab: A Magnified View
of
Life, p. C32 Interdisciplinary Activities: Language
Arts, p. C25 Exploring: Plants and Animal Cells,
p. C26TE: Building Inquiry Skills: Comparing and
Contrasting, p. C25, Observing, p. C30,Including All Students,
p. C27,Demonstrations, pp. C27, C30, InquiryChallenge, p. C28
ISLM: C.1 Cell Membranes and PermeabilityTR: Section 1-2: Lesson
Plan, Section
Summary, Review and Reinforce, Enrich,pp. C19-22, Skills Lab
Blacklinemasters, pp. C31-32
SES: Book A, From Bacteria to Plants,Chapter 2
Cells and HeredityChapter 1: Cell Structure and Function, p.
C14SE: Section 2: Review, p. C31, Analyze and
Conclude, p. C32, Chapter 1Assessment, p. C46-47
TE: Ongoing Assessment, pp. C25, C27,C29, Performance
Assessment, p. C31
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series20
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
4. Recognize that within cells, many of thebasic functions of
organisms (e.g., extractingenergy from food and getting rid of
waste) arecarried out. The way in which cells function issimilar in
all living organisms.
Cells and HereditySE: Chapter 2: Cell Processes and Energy,
p.
C48 Section 1: Photosynthesis, p. C50 Section 2: Respiration, p.
C55 Discover: Where Does the Energy
Come From?, p. C50 Discover: What Is a Product of
Respiration?, p. C55 Sharpen Your Skills: Inferring, p.
C52 Interdisciplinary Activities: Social
Studies, p. C58 Real-World Lab: Gases in Balance,
p. C60TE: Demonstration, p. C51, Building Inquiry
Skills: Observing, p. C52, MakingModels, p. C53, Inquiry
Challenge, p.C57
ISLM: C.2, Stomata FunctionsTR: Sections 2-1, 2-2: Lesson Plan,
Section
Summary, Review and Reinforce, Enrich,pp. C43-46, C47-50,
Real-World LabBlackline masters, pp. C59-60
SES: Book 0, Sound and Light: Chapter 3,Book A, From Bacteria to
Plants:Chapter 4, Book D, Human Biology&Health: Chapters 3,
5
Cells and HeredityChapter 2: Cell Processes and Energy, p.
C48SE: Section 1: Review, p. C54, Section 2:
Review, p. C48, Analyze and Conclude,p. C60, Chapter 2
Assessment, pp. C76-77
TE: Ongoing Assessment, pp. C51, C53,C57, Performance
Assessment, pp. C54,C59
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series21
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Systems in Living Things.
5. Describe the hierarchical organization ofmulticellular
organisms from cells to tissues toorgans to systems to
organisms.
AnimalsSE: Chapter 1: Sponges, Cnidarians, and
Worms, p. B14 Section 1: What is an Animal?, p.
B16 Discover: Is It an Animal?, p. B16 Sharpen Your Skills:
Inferring, p.
B20 Try This: Get Moving, p. B18
TE: Including All Students, p. B17, BuildingInquiry Skills:
Problem Solving, p. B19,Classifying, p. B20, Inquiry Challenge,p.
B21
TR: Section 1-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. B17-20
From Bacteria to PlantsChapter 2: Viruses and Bacteria, p.
A46
Section 2: Bacteria, p. A56 Discover: How Quickly Can
Bacteria
Multiply?, p. A56 Sharpen Your Skills: Graphing, p.
A59 Try This: Bacteria for Breakfast, p.
A61
AnimalsChapter 1: Sponges, Cnidarians, and Worms, p.B14SE:
Section 1: Review, p. B22, Chapter 1
Assessment, pp. B44-45TE: Ongoing Assessment, pp. B17, B19,
B21, Performance Assessment, p. B22From Bacteria to
PlantsChapter 2: Viruses and Bacteria, p. A46SE: Section 2: Review,
p. A65, Analyze and
Conclude, p. A67, Chapter 2Assessment, p. A76-77
TE: Ongoing Assessment, pp. A57, A59, A61,A63, Performance
Assessment, p. A65
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series22
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)5. Describe the hierarchical organization
ofmulticellular organisms from cells to tissues toorgans to systems
to organisms.
(Continued) Interdisciplinary Activities: Bacteria
and the Foods of the World, p. A62 Real-World Lab: Do
Disinfectants
Work?, p. A66TE: Inquiry Challenge, pp. A81, A83, A86;
Building Inquiry Skills: Making Models,pp. A85, A86,
Classifying, p. A 57,Designing Experiments, p. A 60,Drawing
Conclusions, p. A63,Demonstration, pp. A64, A88
ISLM: A.3, Comparing Protists, A.2,Eubacteria That Dine on
Vegetables
TR: Sections 2-2: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. A47-50, Real-World Lab Blacklinemasters, pp.
A57-59
SES: Book H, Earths Waters: Chapter 1
Please note: see also Cells and Heredity: Chapter2: Cell
Processes and Energy, Section 3: CellDivision
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series23
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
6. Identify the general functions of the majorsystems of the
human body (digestion,respiration, reproduction,
circulation,excretion, protection from disease, andmovement,
control, and coordination) anddescribe ways that these systems
interact witheach other.
Human Biology and HealthSE: Chapter 1: Healthy Body Systems,
p.
D14 Section 1: How the Body Is
Organized, p. D16 Section 2: Keeping the Body in
Balance, p. D23 Sharpen Your Skills: Interpreting
Data, p. D24 Discover: How Do You Lift Books?,
p. D16 Discover: What Happens When You
Are Startled?, p. D23 Try This: How Is a Book
Organized?, p. D18 Real-World Lab: A Body of
Knowledge, p. D22 Interdisciplinary Activities: Language
Arts, p. D26TE: Building Inquiry Skills: Making Models,
p. D17, Observing, p. D18ISLM: D.1, Exploring Body Tissues and
Body
Systems, p. D19TR: Sections 1-1, 1-2: Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. D15-18, D19-22,
Real-World LabBlackline masters, pp. D27-29
SES: Book K, Chemical Building Blocks:Chapter 2
Human Biology and HealthChapter 1: Healthy Body Systems, p.
D14SE: Section 1: Review, p. D21, Section 2:
Review, p. D27, Analyze and Conclude,p. D22, Chapter 1
Assessment, pp. D34-35
TE: Ongoing Assessment, pp. D17, D19, D25,Performance
Assessment, pp. D21, D27
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series24
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)6. Identify the general functions of the majorsystems
of the human body (digestion,respiration, reproduction,
circulation,excretion, protection from disease, andmovement,
control, and coordination) anddescribe ways that these systems
interact witheach other.
(Continued)Please note: see also Human Biology and
Health,Chapter 2: Bones, Muscles, and Skin, Chapter 3:Food and
Digestion, Chapter 4: Circulation,Chapter 5: Respiration and
Excretion, Chapter 6:Fighting Disease, Chapter 7: The
NervousSystem, and Chapter 8: The Endocrine Systemand
Reproduction.
Reproduction and Heredity
7. Recognize that every organism requires a setof instructions
that specifies its traits. Theseinstructions are stored in the
organ-ismschromosomes. Heredity is the pas-sage of
theseinstructions from one generation to another.
Cells and HereditySE: Chapter 3: Genetics: The Science of
Heredity, p. C78 Section 3: The Cell and Inheritance,
p. C96 Discover: Which Chromosome Is
Which?, p. C96 Exploring: Meiosis, p. C99 Chapter 4: Modern
Genetics, p. C110 Section 1: Human Inheritance, p.
C112 Discover: How Tall Is Tall?, p.
C112 Try This: The Eyes Have It, p. C114 Exploring: A Pedigree,
p. C118
TE: Inquiry Challenge, p. C97, BuildingInquiry Skills: Making
Models, p. C98,Observing, p. C99, Including AllStudents, pp. C100,
C117
Cells and HeredityChapter 3: Genetics: The Science of Heredity,
p.C78SE: Section 1: Review, p. C100, Chapter 3
Assessment, p. C108-109TE: Ongoing Assessment, pp. C97, C99,
Performance Assessment, p. C93Chapter 4: Modern Genetics, p.
C112SE: Section 1: Review, p. C118, Chapter 4
Assessment, pp. C136-137TE: Ongoing Assessment, pp. C113,
C115,
C117, Performance Assessment, p. C118
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series25
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)7. Recognize that every organism requires a setof
instructions that specifies its traits. Theseinstructions are
stored in the organ-ismschromosomes. Heredity is the pas-sage of
theseinstructions from one generation to another.
(Continued)ISLM: C.3, Chromosomes and Inheritance,
C.4, How Are Genes on SexChromosomes Inherited?
TR: Sections 3-3, 4-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. C79-82, C99-102
SES: Book D, Human Biology and Health:Chapter 8
8. Recognize that hereditary information iscontained in genes
located in the chromosomesof each cell. A human cell contains
about30,000 different genes on 23 differentchromosomes.
Cells and HereditySE: Chapter 3: Genetics: The Science of
Heredity, p. C78 Section 3: The Cell and Inheritance,
p. C96 Discover: Which Chromosome Is
Which?, p. C96 Exploring: Meiosis, p. C99
TE: Inquiry Challenge, p. C97, BuildingInquiry Skills: Making
Models, p. C98,Observing, p. C99, Including AllStudents, pp.
C100,
ISLM: C.3, Chromosomes and InheritanceTR: Sections 3-3: Lesson
Plan, Section
Summary, Review and Reinforce, Enrich,pp. C79-82
SES: Book D, Human Biology and Health:Chapter 8
Cells and HeredityChapter 3: Genetics: The Science of Heredity,
p.C78SE: Section 1: Review, p. C100, Chapter 3
Assessment, p. C108-109TE: Ongoing Assessment, pp. C97, C99,
Performance Assessment, p. C93
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series26
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
9. Compare sexual reproduction (offspringinherit half of their
genes from each parent)with asexual reproduction (offspring is
anidentical copy of the parents cell).
AnimalsSE: Chapter 1: Sponges, Cnidarians, and
Worms, p. B14 Section 1: What is an Animal?, p.
B16 Discover: Is It an Animal?, p. B16 Sharpen Your Skills:
Inferring, p.
B20 Try This: Get Moving, p. B18
TE: Including All Students, p. B17, BuildingInquiry Skills:
Problem Solving, p. B19,Classifying, p. B20, Inquiry Challenge,p.
B21
TR: Section 1-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. B17-20
AnimalsChapter 1: Sponges, Cnidarians, and Worms, p.B14SE:
Section 1: Review, p. B22, Chapter 1
Assessment, pp. B44-45TE: Ongoing Assessment, pp. B17, B19,
B21, Performance Assessment, p. B22
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series27
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Evolution and Biodiversity
10. Give examples of ways in which geneticvariation and
environmental factors are causesof evolution and the diversity of
organisms.
Cells and HereditySE: Chapter 5: Changes Over Time, p. C138
Section 1: Darwins Voyage, p.C140
Discover: How Do Living ThingsVary?, p. C140
Sharpen Your Skills: Inferring, p.C145
Try This: Bird Beak Adaptations, p.C143
Skills Lab: Nature at Work, p. C146 Interdisciplinary
Activities: Social
Studies, p. C148TE: Demonstration, p. C141, Building
Inquiry Skills: Observing, p. C142,Inquiry Challenge, p.
C148
ISLM: C.5, Variation in a PopulationTR: Section 5-1: Lesson
Plan, Section
Summary, Review and Reinforce, Enrich,pp. C123-126, Skills Lab
Blacklinemasters, pp. C135-137
SES: Book F, Inside Earth: Chapter 1
Cells and HeredityChapter 5: Changes Over Time, p. C138SE:
Section 1: Review, p. C150, Analyze and
Conclude, p. C147, Chapter 5Assessment, pp. C166-167
TE: Ongoing Assessment, pp. C141, C143,C145, C149, Performance
Assessment, p.C150
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series28
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
11. Recognize that evidence drawn fromgeology, fossils, and
comparative anatomy pro-vide the basis of the theory of evolution.
Is the pterodactyl a flying reptile or the ancestor
of birds? Discuss both possibilities based on thestructural
characteristics shown in pterodactylfossils and those of modern
birds and reptiles.
Cells and HereditySE: Chapter 5: Changes Over Time, p. C138
Section 2: The Fossil Record Section 3: Other Evidence for
Evolution Discover: What Can You Learn From
Fossils?, p. C151 Discover: How Can You Classify
Species?, p. C159 Sharpen Your Skills: Calculating, p.
C154 Sharpen Your Skills: Drawing
Conclusions, p. C160 Try This: Preservation in Ice, p.
C153 Skills Lab: Telltale Molecules, p.
C164 Exploring: Lifes History
TE: Demonstration, p. C152, Including AllStudents, pp. C152,
C157, InquiryChallenge, pp. C157, C161, BuildingInquiry Skills:
Observing, p. C160,Interpreting Data, p. C162
TR: Sections 5-2, 5-3: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. C127-130, C131-134, Skills LabBlackline
masters, pp. C138-139
SES: Book A, From Bacteria to Plants:Chapter 1, Book G, Earths
ChangingSurface: Chapter 4, Book B, Animals:Chapter 3
Cells and HeredityChapter 5: Changes Over Time, p. C138SE:
Section 2: Review, p. C158, Section 3:
Review, p. C163, Analyze and Conclude,p. C164, Chapter 5
Assessment, pp.C166-167
TE: Ongoing Assessment, pp. C153, C155,C157, C161, Performance
Assessment,pp. C158, C163
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series29
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
12. Relate the extinction of species to amismatch of adaptation
and the environment. Relate how numerous species could not adapt
to
habitat destruction and overkilling by humans,e.g., woolly
mammoth, passenger pigeon, greatauk.
Environmental ScienceSE: Chapter 3: Living Resources, p. E82
Section 3: Biodiversity, p. E97 Discover: How Much Variety
Is
There?, p. E97 Exploring: Endangered Species, p.
E102TE: Building Inquiry Skills: Observing, pp.
E98, E107, Communicating, pp. E99,E104, Making Models, p.
E101,Demonstration, pp. E99, E104,Addressing Nave Conceptions, p.
E100,Inquiry Challenge, p. E103, Real-LifeLearning, p. E107
TR: Section 3-3: Lesson Plan, SectionSummary, Enrich, pp.
E79-82
SES: Book H, Earths Waters: Chapter 5
Environmental ScienceChapter 3: Living Resources, p. E82SE:
Section 3: Review, p. E105, Chapter 3
Assessment, pp. E110-111TE: Ongoing Assessment, pp. E99,
E101,
E103, Performance Assessment, p. E105
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Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series30
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Living Things and Their Environment
13. Give examples of ways in which organismsinteract and have
different functions within anecosystem that enable the ecosystem to
survive. Study several symbiotic relationships such as
oxpecker (bird) with rhinoceros (mammal).Identify specific
benefits received by one or bothpartners.
Environmental ScienceSE: Chapter 1: Populations and
Communities
Section 3: Interactions AmongLiving Things
Section 1: Living Things and theEnvironment
Discover: Whats in the Scene?, p.E16
Discover: How Well Can You Hide aButterfly?, p. E31
Sharpen Your Skills: Classifying, p.E37
Try This: With or Without Salt?, p.E18
Skills Lab: A World in a Jar, p. E22TE: Building Inquiry Skills:
Observing, pp.
E19, E23, E24, Using the Visuals:Figure 4, p. E20, Inquiry
Challenge, p.E32
TR: Sections 1-1, 1-3: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. E15-18, E23-26, Skills Lab Blacklinemasters,
pp. E27-28
SES: Book H, Earths Waters: Ch. 2, 5, BookC, Cells Heredity: Ch.
5
Environmental ScienceChapter 1: Populations and Communities, p.
E14SE: Section 1: Review, p. E21, Section 3:
Review, p. E38, Analyze and Conclude,p. E22, Chapter 1
Assessment, pp. E40-41
TE: Ongoing Assessment, pp. E17, E19,E33, E35, E37, Performance
Assessment,pp. E21, E38
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series31
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Energy and Living Things
14. Explain the roles and relationships amongproducers,
consumers, and decomposers in theprocess of energy transfer in a
food web. Distribute pictures of various producers,
consumers, and decomposers to groups ofstudents.
Environmental ScienceSE: Chapter 2: Ecosystems and Biomes,
p.
E42 Section 1: Energy Flow in
Ecosystems, p. E44 Discover: Where Did Your Dinner
Come From?, p. E44 Sharpen Your Skills: Observing, p.
E46 Try This: Weaving a Food Web, p.
E49 Exploring: A Food Web, p. E48
TE: Building Inquiry Skills: Predicting, p.E45, Observing, p.
E47, Real-LifeLearning, p. E46, Using the Visuals:Figure 5, p. E47,
Including All Students,p. E49
ISLM: E.2, Ecosystem Food ChainsTR: Section 2-1: Lesson Plan,
Section
Summary, Enrich, pp. E39-E42SES: Book A, From Bacteria to
Plants:
chapter 4
Environmental ScienceChapter 2: Ecosystems and Biomes, p. E42SE:
Section 1: Review, p. E50, Chapter 2
Assessment, pp. E80-81TE: Ongoing Assessment, pp. E45, E47,
E49, Performance Assessment, p. E50
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Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series32
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
15. Explain how dead plants and animals arebroken down by other
living organisms andhow this process contributes to the system as
awhole. Observe decomposer organisms in a compostheap on the school
grounds, a compost column ina plastic bottle, or a worm bin. Use
compost forstarting seeds in the classroom or in a
schoolyardgarden.
Environmental ScienceSE: Chapter 2: Ecosystems and Biomes,
p.
E42 Section 1: Energy Flow in
Ecosystems, p. E44 Discover: Where Did Your Dinner
Come From?, p. E44 Sharpen Your Skills: Observing, p.
E46 Try This: Weaving a Food Web, p.
E49 Exploring: A Food Web, p. E48
TE: Building Inquiry Skills: Predicting, p.E45, Observing, p.
E47, Real-LifeLearning, p. E46, Using the Visuals:Figure 5, p.
E47
ISLM: E.2, Ecosystem Food ChainsTR: Section 2-1: Lesson Plan,
Section
Summary, Enrich, pp. E39-E42SES: Book A, From Bacteria to
Plants:
Chapter 4From Bacteria to PlantsChapter 2: Viruses and Bacteria,
p. A 46
Section 2: Bacteria, p. A 56 Discover: How Quickly Can
Bacteria
Multiply?, p. A 56 Sharpen Your Skills: Graphing, p. A
59
Environmental ScienceChapter 2: Ecosystems and Biomes, p. E42SE:
Section 1: Review, p. E50, Chapter 2
Assessment, pp. E80-81TE: Ongoing Assessment, pp. E45, E47,
E49, Performance Assessment, p. E50Chapter 2: Viruses and
Bacteria, p. A46SE: Section 2: Review, p. A65, Analyze and
Conclude, p. A67, Chapter 2Assessment, p. A76-77
TE: Ongoing Assessment, pp. A57, A59,A61, A63, Performance
Assessment, p.A65
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Prentice Hall: Science Explorer 2002Correlated to:
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Framework, May 2001, (Grades 68)
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Series33
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)15. Explain how dead plants and animals arebroken
down by other living organisms andhow this process contributes to
the system as awhole. Observe decomposer organisms in a compost
heap on the school grounds, a compost columnin a plastic bottle,
or a worm bin. Use compostfor starting seeds in the classroom or in
aschoolyard garden.
(Continued) Try This: Bacteria for Breakfast, p. A
61 Interdisciplinary Activities: Bacteria
& Foods of the World, p. A 62 Real-World Lab: Do
Disinfectants
Work?, p. A 66TE: Inquiry Challenge, pp. A81, A83, A86;
Building Inquiry Skills: Making Models,pp. A85, A86,
Classifying, p. A 57,Designing Experiments, p. A 60,Drawing
Conclusions, p. A 63,Demonstration, pp. A64, A88
ISLM: A.3, Comparing Protists, A.2,Eubacteria That Dine on
Vegetables
TR: Sections 3-1, 2-2: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. A47-50, A71-74, Real-World LabBlackline
masters, pp. A79-80, A57-59
SES: Book H, Earths Waters: Chapters 1, 5Please note: see Cells
and Heredity, Chapter 1:Cell Structure and Function, Section 2:
LookingInside Cells, and Section 4: The Cell in itsEnvironment.
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Series34
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
16. Recognize that producers (plants thatcontain chlorophyll)
use the energy fromsunlight to make sugars from carbon dioxideand
water through a process calledphotosynthesis. This food can be
usedimmediately, stored for later use, or used byother organisms.
Test for sugars and starch in plant leaves.
From Bacteria to PlantsSE: Chapter 4: Introduction to Plants,
p.
A108 Section 2: Photosynthesis and Light,
p. A120 Discover: What Colors Make Up
Sunlight?, p. A120 Interdisciplinary Activities: Science
and History, p. A122TE: Building Inquiry Skills: Observing,
p.
A121, Integrating Chemistry, p. A123ISLM: A.4, Investigating
StomataTR: Section 4-2: Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. A95-A98
SES: Book L, Chemical Interactions: Chapter1, Book O, Sound and
Light: Chapter 4
Cells and HereditySE: Chapter 2: Cell Processes and Energy,
p.
48 Section 1: Photosynthesis, p. C50 Discover: Where Does the
Energy
Come From?, p. C50 Sharpen Your Skills: Inferring, p.
C52TE: Demonstration, p. C51, Building Inquiry
Skills: Observing, p. C52, MakingModels, p. C53
From Bacteria to PlantsChapter 4: Introduction to Plants, p.
A108SE: Section 2: Review, p. A125, Chapter 4
Assessment, pp. A136-137TE: Ongoing Assessment, pp. A121,
A123,
Performance Assessment, p. A124Cells and HeredityChapter 2: Cell
Processes and Energy, p. C48SE: Section 1: Review, p. C54, Chapter
2
Assessment, pp. C76-77TE: Ongoing Assessment, pp. C51, C53,
Performance Assessment, pp. C54
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Series35
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)16. Recognize that producers (plants thatcontain
chlorophyll) use the energy fromsunlight to make sugars from carbon
dioxideand water through a process calledphotosynthesis. This food
can be usedimmediately, stored for later use, or used byother
organisms. Test for sugars and starch in plant leaves.
(Continued)ISLM: C.2, Stomata FunctionsTR: Sections 2-1: Lesson
Plan, Section
Summary, Review and Reinforce, Enrich,pp. C43-46
SES: Book 0, Sound and Light: Chapter 3,Book A, From Bacteria to
Plants:Chapter 4, Gook D, Human Biology andHealth: Chapters 3 and
5
Please note: see also Environmental Science,Chapter 2:
Ecosystems and Biomes, Section 1:Energy Flow in Ecosystems.
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Series36
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Changes in Ecosystems Over Time
17. Identify ways in which ecosystems havechanged throughout
geologic time in responseto physical conditions, inter-actions
amongorganisms, and the actions of humans.Describe how changes may
be catastrophessuch as volcanic eruptions or ice storms. Study
changes in an area of the schoolyard or a
local ecosystem over an extended period.Students might even
compare their observationsto those made by students in previous
years.
Environmental ScienceSE: Chapter 4: Land and Soil Resources,
p.
E112 Section 1: Conserving Land and
Soil, p. E114 Discover: How Does Mining Affect
the Land?, p. 114 Skills Lab: Save That Soil, p. E120 Chapter 2:
Ecosystems and Biomes,
p. E42 Section 5: Succession, p. E76 Discover: What Happened
Here?, p.
76TE: Integrating Earth Science, p. E116,
Building Inquiry Skills: Observing, pp.E116, E77, Inquiry
Challenge, p. E117
TR: Sections 4-1, 2-5: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. E99-102, E55-58, Skills LabBlackline masters,
pp. E111-112, E62-63
SES: Book G, Earths Changing Surface:Chapters 2 and 3
Please note: see also Inside Earth, Chapter 3:Volcanoes, Section
3: Volcanic Landforms;Earths Changing Surface, Chapter 3: Erosion
andDeposition, Section 1: Changing Earths Surface
Environmental ScienceChapter 4: Land and Soil Resources, p.
E112SE: Section 1: Review, p. E119, Analyze and
Conclude, p. E120, Chapter 4Assessment, pp. E136-137
TE: Ongoing Assessment, pp. E115, E117,Performance Assessment,
p. E119
Chapter 2: Ecosystems and Biomes, p. E42SE: Section 5: Review,
p. E78, Analyze and
Conclude, p. E75, Chapter 2 Assessment,pp. E80-81
TE: Ongoing Assessment, p. E77,Performance Assessment, p.
E78
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Series37
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
18. Recognize that biological evolution accountsfor the
diversity of species developed throughgradual processes over many
generations.
Cells and HereditySE: Chapter 5: Changes Over Time, p. C138
Section 1: Darwins Voyage, p.C140
Section 3: Other Evidence forEvolution, p. C159
Discover: How Do Living ThingsVary?, p. C140
Discover: How Can You ClassifySpecies?, p. C159
Sharpen Your Skills: DrawingConclusions, p. C160
Try This: Bird Beak Adaptations, p.C143
Skills Lab: Nature at Work, p. C146 Skills Lab: Telltale
Molecules, p.
C164 Interdisciplinary Activities: Social
Studies, p. C148TE: Demonstration, p. C141, Building
Inquiry Skills: Observing, pp. C142,C160, Interpreting Data, p.
C162, InquiryChallenge, pp. C148, C160
ISLM: C.5, Variation in a PopulationTR: Sections 5-1, 5-3:
Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. C123-126, C131-134
SES: Book F, Inside Earth: Chapter 1, BookB, Animals: Chapter
3
Cells and HeredityChapter 5: Changes Over Time, p. C138SE:
Section 1: Review, p. C150, Section 3:
Review, p. C163, Analyze and Conclude,p. C147, C64, Chapter 5
Assessment,pp. C166-167
TE: Ongoing Assessment, pp. C141, C143,C145, C149, C161,
PerformanceAssessment, pp. C150, C163
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Series38
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
STRAND 3 PHYSICAL SCIENCE (CHEMISTRY AND PHYSICS)
Properties of Matter
1. Differentiate between weight and mass,recognizing that weight
is the amount ofgravitational pull on an object. Explain how to
determine the weight of a dense
object in air and in water. Next carry out yourplan. Explain how
the results you obtain arerelated to the different definitions of
mass andweight.
Motion, Forces, and EnergySE: Chapter 2: Forces, p. M42
Section 2: Force, Mass, andAcceleration, p. M52
Section 3: Friction and Gravity, p.M55
Discover: How Do the Rocks Roll?,p. M52
Discover: Which Lands First?, p.M55
Sharpen Your Skills: Calculating, p.M60
Try This: Spinning Plates, p. M57 Real-World Lab: Sticky
Sneakers, p.
M62TE: Demonstration, pp. M53, M58, Building
Inquiry Skills: Designing Experiments,p. M56, Inquiry Challenge,
p. M59
ISLM: M.2, Weight and the Force of GravityTR: Sections 2-2, 2-3:
Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. M46, M50, Real-World
Labblackline masters, pp. M61-63
SES: Book J, Astronomy: Chapters 1 and 2
Motion, Forces, and EnergyChapter 2: Forces, p. M42SE: Section 2
Review, p. M54, Section 3
Review, p. M61, Analyze and Conclude,p. M63, Chapter 2
Assessment, pp. M74-75
TE: Ongoing Assessment, pp. M53, M57,M59, Performance
Assessment, pp. M54,M61
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Series39
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
2. Differentiate between volume and mass.Define density.
Chemical Building BlocksSE: Chapter 1: An Introduction to
Matter
Section 2: Measuring Matter Discover: Which Has More Mass?,
p. K22 Try This: Bubble Time, p. K23 Skills Lab: Making Sense of
Destiny,
p. K28 Interdisciplinary Activities: Science
and History, p. K24TE: Building Inquiry Skills: Applying
Concepts, p. K23, MakingMeasurements, p. K26,
Integratingmathematics, p. K24, Including AllStudents, p. K25
ISLM: K.1, Determining the Density ofLiquids
TR: Section 1-2, Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. K17-20, Skills Lab blackline masters,pp.
K29-30
Chemical Building BlocksChapter 1: An Introduction to MatterSE:
Section 2 Review, p. K27, Analyze and
Conclude, p. K28, Chapter 1Assessment, pp. K40-41
TE: Ongoing Assessment, pp. K23, K25,Performance Assessment, p.
K27
Motion, Forces, and EnergyChapter 3: Forces and Fluids, p.
M76SE: Section 3 Review, p. M96, Analyze and
Conclude, p. M93, Chapter 3Assessment, pp. M102-103
TE: Ongoing Assessment, pp. M91, M95,Performance Assessment, p.
M96
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Series40
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)2. Differentiate between volume and mass.Define
density.
(Continued)Motion, Forces, and EnergySE: Chapter 3: Forces and
Fluids, p. M76
Section 3: Floating and Sinking, p.M90
Discover: What Can You MeasureWith a Straw?, p. M90
Sharpen Your Skills: Measuring, p.M91
Try This: Dive!, p. M94 Skills Lab: Sink and Spill, p. M92
TE: Inquiry Challenge, p. M91,Demonstration, pp. M94, M95
ISLM: M.3, Raising a Sunken ShipTR: Section 3-3: Lesson Plan,
Section
Summary, Review and Reinforce, Enrich,pp. M79-82, Skills Lab
blacklinemasters, pp. M90-91
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Prentice Hall: Science Explorer 2002Correlated to:
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Series41
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
3. Recognize that the measurement of volumeand mass requires
understanding of thesensitivity of measurement tools (e.g.,
rulers,graduated cylinders, balances) and knowledgeand appropriate
use of significant digits. Calculate the volumes of regular objects
from
linear measurements. Measure the volumes of thesame objects by
displacement of water.
Chemical Building BlocksSE: Chapter 1: An Introduction to
Matter
Section 2: Measuring Matter Discover: Which Has More Mass?,
p. K22 Try This: Bubble Time, p. K23 Skills Lab: Making Sense of
Destiny,
p. K28 Interdisciplinary Activities: Science
and History, p. K24TE: Building Inquiry Skills: Applying
Concepts, p. K23, MakingMeasurements, p. K26,
Integratingmathematics, p. K24, Including AllStudents, p. K25
ISLM: K.1, Determining the Density ofLiquids
TR: Section 1-2, Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. K17-20, Skills Lab blackline masters,pp.
K29-30; Skills Handbook: MakingMeasurements, pp. K150-151
Chemical Building BlocksChapter 1: An Introduction to MatterSE:
Section 2 Review, p. K27, Analyze and
Conclude, p. K28, Chapter 1 Assess.,pp. K40-41
TE: Ongoing Assessment, pp. K23, K25,Performance Assessment, p.
K27
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Prentice Hall: Science Explorer 2002Correlated to:
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Series42
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
4. Explain and give examples of how mass isconserved in a closed
system. Melt, dissolve, and precipitate various substances
to observe examples of the conservation of mass.
Chemical InteractionsSE: Chapter 1: Chemical Reactions, p.
L12
Section 2: Describing ChemicalReactions, p. L24
Section 3: Controlling ChemicalReactions, p. L32
Discover: Do You Lose Anything?,p. L24
Discover: Can You Speed Up orSlow Down a Reaction?, p. L32
Sharpen Your Skills: Calculating, p.L28
Sharpen Your Skills: InterpretingData, p. L36
Try This: Still There, p. L27 Real-World Lab: Peroxide,
Catalase,
and You!, p. L38 Interdisciplinary Activities: Social
Studies, p. L34TE: Inquiry Challenge, pp. L26, L35, L36,
Including All Students, p. L28,Demonstration, pp. L30, L35
TR: Sections 1-2, 1-3: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. L17-20, L21-24, Real-World Labblackline
masters, pp. L32-33
SES: Book E, Environmental Science: Chapter5, Book C, Cells and
Heredity: Chapter2
Chemical InteractionsChapter 1: Chemical Reactions, p. L12SE:
Section 2 Review, p. L31, Section 3
Review, p. L37, Analyze and Conclude,p. L39, Chapter 1
Assessment, pp. L46-47
TE: Ongoing Assessment, pp. L25, L27,L29, L33, L35, Performance
Assessment,pp. L31, L37
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MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Elements, Compounds, and Mixtures
5. Recognize that there are more than 100elements that combine
in a multitude of waysto produce compounds that make up all of
theliving and nonliving things that we encounter. Demonstrate with
atomic models (e.g., ball and
stick) how atoms can combine in a large numberof ways.
Chemical Building BlocksSE: Chapter 3: Elements and the
Periodic
Table, p. K74 Section 1: Organizing the Elements,
p. K76 Discover: Which Is Easier?, p. K76 Sharpen Your Skills:
Classifying, p.
K78 Interdisciplinary Activities: Science
and History, p. K84 Interdisciplinary Activities: Language
Arts, p. K82TE: Inquiry Challenge, pp. K77, K78,
Demonstration, p. K79, Building inquirySkills: making Models, p.
K84
ISLM: K.3, Finding Average MassTR: Section 3-1: Lesson Plan,
Section
Summary, Review, Enrich, pp. K69-72
Chemical Building BlocksChapter 3: Elements and the Periodic
Table, p.
K74SE: Section 1 Review, p. K86, Chapter 1
Assessment, p. K108-109TE: Ongoing Assessment, pp. K77, K79,
K81, K83, K85, PerformanceAssessment, p. K86
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Series44
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
6. Differentiate between an atom (the smallestunit of an element
that maintains thecharacteristics of that element) and a
molecule(the smallest unit of a compound thatmaintains the
characteristics of thatcompound). Use atomic models (or Lego
blocks, assigning
colors to various atoms) to build molecules ofwater, sodium
chloride, carbon dioxide,ammonia, etc.
Chemical Building BlocksSE: Chapter 1: An Introduction to
Matter, p.
K12 Section 3: Particles of Matter, p. K29 Discover: Whats in
the Box?, p.
K29TE: Demonstration, p. K31TR: Section 1-3: Lesson Plan,
Section
Summary, Review and Reinforce, Enrich,pp. K21-24
Chemical InteractionsSE: Chapter 2: Atoms and Bonding, p.
L48
Section 1: Inside an Atom, p. L50 Discover: How Far Away Is
the
Electron?, p. L50 Interdisciplinary Activities: Science
and History, p. L52TE: Demonstration, pp. L51, L53TR: Section
2-1: Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. L41-44
Chemical Building BlocksChapter 1: An Introduction to Matter, p.
K12SE: Section 2 Review, p. K33, Chapter 1
Assessment, pp. K40-41TE: Ongoing Assessment, p. K31,
Performance Assessment, p. K33Chemical InteractionsChapter 2:
Atoms and Bonding, p. L48SE: Section 1 Review, p. L54, Chapter
2
Assessment, pp. L76-77TE: Ongoing Assessment, pp. L51, L53,
Performance Assessment, pp. L54
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Series45
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
7. Give basic examples of elements andcompounds. Heat sugar in a
crucible with an inverted funnelover it. Observe carbon residue and
water vapor inthe funnel as evidence of the breakdown ofcomponents.
Continue heating the carbon residueto show that carbon residue does
not decompose.Safety note: sugar melts at a very high
temperatureand can cause serious burns.
Chemical Building BlocksSE: Chapter 3: Elements and the
Periodic
Table, p. K74 Section 2: Metals, p. K87 Section 3: Nonmetals
and
Metalloids, p. K96 Discover: Why Use Aluminum?, p.
K87 Discover: What Are the Properties of
Charcoal?, p. K96 Sharpen Your Skills: Observing, p.
K89 Try This: Show Me the Oxygen, p.
K99 Real-World Lab: Testing 1, 2, 3, p.
K94 Skills Lab: Alien Periodic Tables, p.
K102 Interdisciplinary Activities: Science
and Society, p. K93Chapter 4: Carbon Chemistry, p. K110
Section 1: Chemical Bonding,Carbon Style, p. K112
Discover: Why Do Pencils Write?,p. K112
Skills Lab: How Many Molecules?,p. K116
Chapter 3: Elements and the Periodic Table, p.K74SE: Section 2
Review, p. K92, Section 3
Review, p. K101, analyze and Conclude,pp. K95, K103, Chapter 3
Assessment,pp. K108-109
TE: Ongoing Assessment, pp. K89, K91,K97, K99, Performance
Assessment, p.K92, K101
Chapter 4: Carbon Chemistry, p. 110SE: Section 1 Review, p.
K115, Analyze and
conclude, p. K116, Chapter 4Assessment, pp. K138-139
TE: Ongoing Assessment, p. K113,Performance Assessment, p.
K115
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Series46
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)7. Give basic examples of elements andcompounds. Heat
sugar in a crucible with an inverted funnel
over it. Observe carbon residue and water vaporin the funnel as
evidence of the breakdown ofcomponents. Continue heating the carbon
residueto show that carbon residue does not decompose.Safety note:
sugar melts at a very hightemperature and can cause serious
burns.
(Continued)TE: Demonstration, pp. K88, K89, K98,
Inquiry Challenge, p. K90, BuildingInquiry Skills: Making
Models, pp.K113, K114, Including All Students, p.K114
TR: Sections 3-2, 3-3, 4-1: Lesson Plan,Section Summary, Review
and Reinforce,Enrich, pp. K73-76, K77-80, K97-100,Real-World
blackline masters, pp. K85-86, K87-89, Skills Lab blackline
masters,pp. K109-110
SES: Book D, Human Health and Biology:Chapter 4, Book A, From
Bacteria toPlants: Chapter 2, Book N: Electricityand Magnetism:
Chapters 1 and 3, BookF, Inside Earth: Chapter 4
Chemical Building Blocks
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MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
8. Differentiate between mixtures and puresubstances.
Chemical Building BlocksSE: Chapter 1: An Introduction to
Matter, p.
K12 Section 1: Describing Matter, p. K14 Discover: What
Properties Help You
Sort Matter?, p. K14 Sharpen Your Skills: Interpreting
Data, p. K16 Try This: A Magnetic Personality, p.
K18TE: Including All Students, p. K15,
Demonstration, p. K17, Building InquirySkills: Inferring, p.
K19
TR: Section 1-1: Lesson Plan, SectionSummary, Review, Enrich,
pp. K13-16
Chemical Building BlocksChapter 1: An Introduction to Matter, p.
K12SE: Section 1 Review, p. K21, Chapter 1
Assessment, pp. K40-41TE: Ongoing Assessment, pp. K15, K17,
K19, Performance Assessment, p. K21
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series48
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
9. Recognize that a substance (element orcompound) has a melting
point and a boilingpoint, both of which are independent of
theamount of the sample.
Chemical Building BlocksSE: Chapter 1: An Introduction to
Matter, p.
K12 Section 1: Describing Matter, p. K14 Discover: What
Properties Help You
Sort Matter?, p. K14 Sharpen Your Skills: Interpreting
Data, p. K16 Try This: A Magnetic Personality, p.
K18 Chapter 2: Changes in Matter, p.
K42 Section 4: Physical and Chemical
Changes, p. K62 Discover: How Does a Burning
Candle Differ From Boiling Water?,p. K62
Try This: A Sticky Situation, p.K68
Skills Lab: Melting Ice, p. K70Interdisciplinary Activities:
Social Studies, p. K64TE: Including All Students, p. K15,
Demonstration, pp. K17, K64, K65,Building Inquiry Skills:
Inferring, p.K19, Classifying, p. K63, AddressingNave Conceptions,
p. K66
ISLM: K.2, Changes in a Burning CandleTR: Sections 1-1, 2-4:
Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. K13-16, K53-56, Skills
Lab blacklinemasters, pp. K60-61
SES: Book I, Weather and Climate: Chapter 2
Chemical Building BlocksChapter 1: An Introduction to Matter, p.
K12SE: Section 1 Review, p. K21, Chapter 1
Assessment, pp. K40-41TE: Ongoing Assessment, pp. K15, K17,
K19, Performance Assessment, p. K21Chapter 2: Changes in Matter,
p. K42SE: Section 4 Review, p. K69, Analyze and
Conclude, p. K70, Chapter 2Assessment, pp. K72-73
TE: Ongoing Assessment, pp. K63, K65,K67, Performance
Assessment, p. K69
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series49
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
10. Differentiate between physical changes andchemical changes.
Demonstrate with molecular ball-and-stickmodels the physical change
that converts liquidwater into ice. Also demonstrate with
molecularball-and-stick models the chemical change thatconverts
hydrogen peroxide into water and oxygengas.
Chemical InteractionsSE: Chapter 1: Chemical Reactions, p.
L12
Section 1: Matter and Changes inMatter, p. L14
Discover: What Happens WhenChemicals React?, p. L14
Try This: Mostly Cloudy, p. L18 Skills Lab: Wheres the
Evidence?,
p. L22 Interdisciplinary Activities: Math
Toolbox, p. L16TE: Building Inquiry Skills: Predicting, p.
L15, Math Toolbox, p. L16,Demonstration, pp. L16, L17,Addressing
Nave Conceptions, p. L18
ISLM: L.1, The Law of Definite ProportionsTR: Section 1-1:
Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. L13-16, Skills Lab
blackline masters,pp. L29-31
Chemical Building BlocksSE: Chapter 1: An Introduction to
Matter, p.
K12 Section 1: Describing Matter, p. K14 Discover: What
Properties Help You
Sort Matter?, p. K14 Sharpen Your Skills: Interpreting
Data, p. K16 Try This: A Magnetic Personality, p.
K18
Chemical InteractionsChapter 1: Chemical Reactions, p. L12SE:
Section 1 Review, p. L21, Analyze and
conclude, p. L23, Chapter 1 Assessment,pp. L46-47
TE: Ongoing Assessment, pp. L15, L17,L19, Performance
Assessment, p. L21
Chemical Building BlocksChapter 1: An Introduction to Matter, p.
K12SE: Section 1 Review, p. K21, Chapter 1
Assessment, pp. K40-41TE: Ongoing Assessment, pp. K15, K17,
K19, Performance Assessment, p. K21Chapter 2: Changes in Matter,
p. K42SE: Section 4 Review, p. K69, Analyze and
Conclude, p. K70, Chapter 2Assessment, pp. K72-73
TE: Ongoing Assessment, pp. K63, K65,K67, Performance
Assessment, p. K69
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series50
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)10. Differentiate between physical changes
andchemical changes. Demonstrate with molecular ball-and-stick
models the physical change that converts liquidwater into ice.
Also demonstrate with molecularball-and-stick models the chemical
change thatconverts hydrogen peroxide into water andoxygen gas.
(Continued) Chapter 2: Changes in Matter, p.
K42 Section 4: Physical and Chemical
Changes, p. K62 Discover: How Does a Burning
Candle Differ From Boiling Water?,p. K62
Try This: A Sticky Situation, p.K68
Skills Lab: Melting Ice, p. K70 Interdisciplinary Activities:
Social
Studies, p. K64TE: Including All Students, p. K15,
Demonstration, pp. K17, K64, K65,Building Inquiry Skills:
Inferring, p.K19, Classifying, p. K63, AddressingNave Conceptions,
p. K66
ISLM: K.2, Changes in a Burning CandleTR: Sections 1-1, 2-4:
Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. K13-16, K53-56, Skills
Lab blacklinemasters, pp. K60-61
SES: Book I, Weather and Climate: Chapter 2
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series51
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
Motion of Objects
11. Explain and give examples of how themotion of an object can
be described by itsposition, direction of motion, and speed.
Motion, Forces, and EnergySE: Chapter 1: Motion, p. M14
Section 1: Describing and MeasuringMotion, p. M16
Section 3: Acceleration, p. M34 Discover: How Fast and How
Far?,
p. M16 Discover: Will You Hurry Up?, p.
M24 Try This: Sunrise, Sunset, p. M18 Skills Lab: Inclined to
Roll, p. M26 Exploring: Motion Graphs, p. M24 Interdisciplinary
Activities: Math
Toolbox, p. M19 Interdisciplinary Activities: Science
and History, p. M22 Interdisciplinary Activities: Social
Studies, p. M20TE: Building Inquiry Skills: Applying
Concepts, p. M17, IntegratingMathematics, p. M19, Math Toolbox,
p.M19, Inquiry Challenge, p. M21, M35,Integrating Space Science, p.
M36
ISLM: M.1, Measuring Speed
Motion, Forces, and EnergyChapter 1: Motion, p. M14SE: Section 1
Review, p. M25, Section 3
Review, p. M38, Analyze and Conclude,p. M27, Chapter 1
Assessment, pp. M40-41
TE: Ongoing Assessment, pp. M19, M21,M23, M35, M37,
PerformanceAssessment, p. M25, M38
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series52
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
(Continued)11. Explain and give examples of how themotion of an
object can be described by itsposition, direction of motion, and
speed.
(Continued)TR: Section 1-1: Lesson Plan, Section
Summary, Review and Reinforce, Enrich,pp. M15-18, M23-26, Skills
Labblackline masters, pp. M27-28
12. Graph and interpret distance vs. timegraphs for constant
speed.
Motion, Forces, and EnergySE: Chapter 1: Motion, p. M14
Section 1: Describing and MeasuringMotion, p. M16
Discover: How Fast and How Far?,p. M16
Try This: Sunrise, Sunset, p. M18 Skills Lab: Inclined to Roll,
p. M26 Exploring: Motion Graphs, p. M24 Interdisciplinary
Activities: Math
Toolbox, p. M19 Interdisciplinary Activities: Science
and History, p. M22 Interdisciplinary Activities: Social
Studies, p. M20TE: Building Inquiry Skills: Applying
Concepts, p. M17, IntegratingMathematics, p. M19, Math Toolbox,
p.M19, Inquiry Challenge, p. M21
TR: Section 1-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. M15-18, Skills Lab blacklinemasters, pp.
M27-28
Motion, Forces, and EnergyChapter 1: Motion, p. M14SE: Section 1
Review, p. M25, Analyze and
Conclude, p. M27, Chapter 1Assessment, pp. M40-41
TE: Ongoing Assessment, pp. M19, M21,M23, Performance
Assessment, p. M25
Forms of Energy
-
Prentice Hall: Science Explorer 2002Correlated to:
Massachusetts Science and Technology/Engineering Curriculum
Framework, May 2001, (Grades 68)
SE = Student Edition TE = Teachers Edition TR = Teaching
Resources ISLM = Inquiry Skills Lab Manual SES = Science Explorer
Series53
MASSACHUSETTS LEARNINGSTANDARDS
PRENTICE HALL SCIENCE EXPLORER ASSESSMENT(LEARNING STANDARD
BENCHMARK)
13. Differentiate between potential and kineticenergy. Identify
situations where kinetic energyis transformed into potential energy
and viceversa.
Motion, Forces, and EnergySE: Chapter 5: Energy and Power, p.
M138
Section 1: The Nature of Energy, p.M140
Discover: How High Does a BallBounce?, p. M140
Skills Lab: Soaring Straws, p. M146 Interdisciplinary
Activities: Math
Toolbox, p. M142TE: Including All Students, p. M141, Inquiry
Challenge, p. M141, Demonstration, p.M143, Addressing Nave
Conceptions, p.M144, Real-live Learning, p. M144
TR: Section 5-1: Lesson Plan, SectionSummary, Review and
Reinforce, Enrich,pp. M127-130, Skills Lab blacklinemasters, pp.
M143-145
SES: Book L, Chemical Interactions: Chapter1
Motion, Forces, and EnergyChapter 5: Energy and Power, p.
M138SE: Section 1 Review, p. M145, Analyze and
conclude, p. M147, Chapter 5Assessment, pp. M164-165
TE: Ongoi