A Correlation of
Interactive Science
Ohio Edition, ©2017
To
Ohio’s New Learning Standards
Science
Grades 6-8
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Table of Contents
GRADE 6 ............................................................................................................... 3
GRADE 7 ............................................................................................................. 21
GRADE 8 ............................................................................................................. 41
Copyright ©2017 Pearson Education, Inc. or its affiliate(s). All rights reserved.
SE = Student Edition
2
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
GRADE 6
SCIENCE INQUIRY AND APPLICATION
During the years of grades 5-8, all students must use the following scientific processes, with
appropriate laboratory safety techniques, to construct their knowledge and understanding in all
science content areas:
• Identify questions that can be answered
SE/TE:
104 What Do You Know?
through scientific investigations;
TE Only:
109 Differentiated Instruction: Debate
123 Lab Investigation: Testing Rock Flooring
139 Lab Investigation: Fossil Fuels
• Design and conduct a scientific
investigation;
SE = Student Edition
TE Only:
98 Inquiry Warm-Up: How Does the Rate of
Cooling Affect Crystals
105, Quick Lab: Identifying Minerals
105 Build Inquiry: Mineral Cleavage
110 Inquiry Warm-Up: How Do Rocks Compare?
118 Inquiry Warm-Up: Acid Test for Rocks
119 Quick Lab: How does Pressure Affect
Particles of Rock?
123 Lab Investigation: Testing Rock Flooring
127 Teacher Demo: Model Foliated Rock
127 Quick Lab: How Do Grain Patterns
Compare?
135 Build Inquiry: Model fossil Fuel Formation
135 Build Inquiry: Classify Peat and Coal
139 Lab Investigation: Fossil Fuels
155 Quick Lab: Freezing and Thawing
157 Teacher Demo: Mechanical Weathering
159 Teacher Demo: Mechanical Weathering
159 Quick Lab: Rusting Away
161 Quick Lab: It’s All on the Surface
163 Build Inquiry: compare Types of Soil
218-219 Scenario Investigation: Stuck at the Top
3
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
• Use appropriate mathematics, tools and
techniques to gather data and
information;
SE = Student Edition
SE/TE:
103 Do the Math!
139 Do the Math!
158 Figure 3
160 Do the Math!
163 Figure 1
392 Apply It!
403 Do the Math!
445 Do the Math!
TE Only: 105 Quick Lab: Identifying Minerals
109 Quick Lab: Crystal Hands
159 Differentiated Instruction: Model Surface
Area
4
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
• Analyze and interpret data;
SE = Student Edition
SE/TE:
99, Figure 1
102 Figure 6
103 Build Inquiry: Measuring Mineral Hardness
111 Figure 1
115 Figure 1
122 Apply It!
161 Apply It!
392 Apply It!
TE Only:
98 Inquiry Warm-Up: How Does the Rate of
Cooling Affect Crystals
105, Quick Lab: Identifying Minerals
105 Build Inquiry: Mineral Cleavage
109 Differentiated Instruction: Debate
110 Inquiry Warm-Up: How Do Rocks Compare?
111 Build Inquiry: Indentify the Minerals in
Granite
112 Differentiated Instruction: Texture
Discussion
118 Inquiry Warm-Up: Acid Test for Rocks
119 Quick Lab: How does Pressure Affect
Particles of Rock?
123 Lab Investigation: Testing Rock Flooring
123 Differentiated Instruction: Model Rock
Formation
123 Differentiated Instruction: Chemical Rocks
127 Teacher Demo: Model Foliated Rock
127 Quick Lab: How Do Grain Patterns
Compare?
135 Build Inquiry: Model fossil Fuel Formation
135 Build Inquiry: Classify Peat and Coal
139 Lab Investigation: Fossil Fuels
155 Quick Lab: Freezing and Thawing
157 Teacher Demo: Mechanical Weathering
159 Teacher Demo: Mechanical Weathering
159 Quick Lab: Rusting Away
161 Quick Lab: It’s All on the Surface
163 Build Inquiry: compare Types of Soil
218-219 Scenario Investigation: Stuck at the Top
5
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
• Develop descriptions, models,
explanations and predictions;
SE/TE:
104 Figure 7
105 Figure 8
112 Apply It!
116 Apply It!
117 Figure 2
125 Figure 1
TE Only:
98 Inquiry Warm-Up: How Does the Rate of
Cooling Affect Crystals
105, Quick Lab: Identifying Minerals
105 Build Inquiry: Mineral Cleavage
110 Inquiry Warm-Up: How Do Rocks Compare?
111 Build Inquiry: Indentify the Minerals in
Granite
116 Quick Lab: How Do Igneous Rocks Form?
117, Quick Lab: The Rocks Around Us
117E Enrich
123 Lab Investigation: Testing Rock Flooring
123 Differentiated Instruction: Model Rock
Formation
123 Differentiated Instruction: Chemical Rocks
127 Teacher Demo: Model Foliated Rock
127 Quick Lab: How Do Grain Patterns
Compare?
139 Lab Investigation: Fossil Fuels
155 Quick Lab: Freezing and Thawing
157 Teacher Demo: Mechanical Weathering
159 Teacher Demo: Mechanical Weathering
159 Quick Lab: Rusting Away
161 Quick Lab: It’s All on the Surface
• Recognize and analyze alternative
explanations and predictions;
TE Only:
98 Inquiry Warm-Up: How Does the Rate of
Cooling Affect Crystals
109 Differentiated Instruction: Debate
123 Lab Investigation: Testing Rock Flooring
139 Lab Investigation: Fossil Fuels
152 Scenario Investigation: In Memory of
Winifred
SE = Student Edition
6
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
• Communicate scientific procedures and
explanations.
SE/TE:
101, Figure 5
125 Figure 1
TE Only:
96 Scenario Investigation: My Rock Tells a Story
101 Differentiated Instruction, Illustrate Luster
103 Build Inquiry: Measuring Mineral Hardness
107 Differentiated Instruction: Mineral Map
109 Differentiated Instruction: Debate
111 Build Inquiry: Indentify the Minerals in
Granite
112 Differentiated Instruction: Rock-Forming
Minerals Poster
123 Lab Investigation: Testing Rock Flooring
131 Differentiated Instruction: Make Sequence
Drawings
135 Differentiated Instruction: 19th Century
Uses of Coal
135 Differentiated Instruction: Illustrate
Burning Fossil fuels
139 Lab Investigation: Fossil Fuels
165 Differentiated Instruction: Research Soil
Classifications
SE = Student Edition
7
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
EARTH AND SPACE SCIENCE (ESS)
Topic: Rocks, Minerals and Soil
This topic focuses on the study of rocks, minerals and soil, which make up the lithosphere.
Classifying and identifying different types of rocks, minerals and soil can decode the past
environment in which they formed.
CONTENT STATEMENT
Minerals have specific, quantifiable properties.
Minerals are naturally occurring, inorganic
SE/TE:
98-100, What Is a mineral?
solids that have a defined chemical
composition. Minerals have properties that can 101-105 How Are Minerals Identified?
106-109 How Do Minerals Form?
be observed and measured. Minerals form in
TE Only:
specific environments.
98 Inquiry Warm-Up: How Does the Rate of
Cooling Affect Crystals
100 Quick Lab: Classifying Objects as Minerals
101 Differentiated Instruction, Illustrate Luster
101 Differentiated Instruction, Compare
Minerals
101 Build Inquiry: Observe Mineral Streak
103 Build Inquiry: Measuring Mineral Hardness
103, Differentiated Instruction: Mineral
Conditions
103, Differentiated Instruction: Hardest Mineral
105 Build Inquiry: Mineral Cleavage
105 Quick Lab: Identifying Minerals
105 Differentiated Instruction: Mineral
Properties
107 Differentiated Instruction: Death Valley
Minerals
107 Differentiated Instruction: Mineral Map
109 Build Inquiry: Observe Granite and Rhyolite
109 Quick Lab: Crystal Hands
109F Enrich
SE = Student Edition
8
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used
for identification and/or classification.
Most rocks are composed of one or more
SE/TE:
110 Field Trip
minerals, but there are a few types of
111-113 How Do Geologists Classify Rocks
sedimentary rocks that contain organic
121 Organic Rocks
material, such as coal. The composition of the
134-135 Coal
rock, types of mineral present, mineral
TE Only:
arrangement, and/or mineral shape and size
can be used to identify the rock and to interpret 109 Build Inquiry: Observe Granite and Rhyolite
109 Quick Lab: Crystal Hands
its history of formation, breakdown
110 Inquiry Warm-Up: How Do Rocks Compare?
(weathering) and transport (erosion).
111 Build Inquiry: Indentify the Minerals in
Granite
112 Quick Lab: Classifying These Rocks
112 Differentiated Instruction: Texture
Discussion
112 Differentiated Instruction: Texture Hunt
112 Differentiated Instruction: Rock-Forming
Minerals Poster
123F Enrich
135 Build Inquiry: Model fossil Fuel Formation
135 Build Inquiry: Classify Peat and Coal
135 Differentiated Instruction: The Use of Coal
135 Differentiated Instruction: 19th Century
Uses of Coal
135 Differentiated Instruction: Illustrate
Burning Fossil Fuels
139 Lab Investigation: Fossil Fuels
SE = Student Edition
9
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Igneous, metamorphic and sedimentary rocks form in different ways.
Magma or lava cools and crystallizes to form
Representative citations:
SE/TE:
igneous rocks. Heat and pressure applied to
110 Field Trip
existing rock forms metamorphic rocks.
111-113 How Do Geologists Classify Rocks
Sedimentary rock forms as existing rock
114-116 How do Scientists Classify Igneous
weathers chemically and/or physically and the
Rocks?
weathered material is compressed and then
lithifies. Each rock type can provide information 117 How Are Igneous Rocks Used?
118-119 How Do Sedimentary Rocks Form?
about the environment in which it was formed.
120-122 What Are Three Major Types of
Sedimentary Rocks?
123 How Are Sedimentary Rocks Used?
124-127 What Are Three Major Types of
Sedimentary Rocks?
128-131 The Rock Cycle
TE Only:
113E Enrich
114 Inquiry Warm-Up: Liquid to Solid
116 Quick Lab: How Do Igneous Rocks Form?
118 Inquiry Warm-Up: Acid Test for Rocks
119 Quick Lab: How Does Pressure Affect
Particles of Rock?
121 Build Inquiry: Classifying Sedimentary
Rocks
122 Quick Lab: What Causes Layers?
123 Lab Investigation: Testing Rock Flooring
123 Differentiated Instruction: Chemical Rocks
127 Teacher Demo: Model Foliated Rock
131 Quick Lab: Which Rock Came First?
SE = Student Edition
10
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Soil is unconsolidated material that contains nutrient matter and weathered rock.
Soil formation occurs at different rates and is
SE/TE:
154-161 Rocks and Weathering
based on environmental conditions, types of
162-167 How Soil Forms
existing bedrock and rates of weathering. Soil
174 Figure 2
forms in layers known as horizons. Soil
TE Only:
horizons can be distinguished from one
154 Inquiry Warm-Up: How Fast Can It Fizz?
another based on properties that can be
155 Quick Lab: Freezing and Thawing
measured.
157 Teacher Demo: Mechanical Weathering
159 Teacher Demo: Mechanical Weathering
159 Quick Lab: Rusting Away
161 Quick Lab: It’s All on the Surface
161E Enrich
162 Inquiry Warm-Up: What Is Soil?
163 Build Inquiry: compare Types of Soil
165 Differentiated Instruction: compare Soils
165 Differentiated Instruction: Research Soil
Classifications
167 Teacher Demo: The Amount of Air in Soil
167 Quick Lab: The Contents of Soil
167 Differentiated Instruction: Worm
Composting
167E Enrich
175 Differentiated Instruction: Comparing and
Contrasting Soil Layers
175 Teacher Demo: Observe Soil Layers
SE = Student Edition
11
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Rocks, minerals and soils have common and practical uses.
Nearly all manufactured material requires
SE/TE:
117 How Are Igneous Rocks Used?
some kind of geologic resource. Most geologic
resources are considered nonrenewable. Rocks, 123 How Are Sedimentary Rocks Used?
127 How Are Sedimentary Rocks Used?
minerals and soil are examples of geologic
139 Why Are Fossil Fuels Nonrenewable
resources that are nonrenewable.
Resources?
168-171 Soil Conservation
172-177 Conserving Land and Soil
TE Only:
96-97 Scenario Investigation: My Rock Tells a
Story
103 Build Inquiry: Measuring Mineral Hardness
105, Differentiated Instruction: Uses of Minerals
109 Differentiated Instruction: Draw Mineral
Designs
123 Lab Investigation: Testing Rock Flooring
Earth and Space Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
TE Only: 123 Lab Investigation: Testing Rock
Using Science Concepts
Flooring
139 Lab Investigation: Fossil Fuels
Demonstrating Science Knowledge
SE/TE:
122 Apply It!
127 Apply It!
161 Apply It!
167 Figure 3
TE Only: 123 Lab Investigation: Testing Rock
Flooring
139 Lab Investigation: Fossil Fuels
Interpreting and Communicating Science
Concepts
SE/TE:
129 Figure 1
131 Apply It!
137 Apply It!
TE Only: 123 Lab Investigation: Testing Rock
Flooring
139 Lab Investigation: Fossil Fuels
SE = Student Edition
12
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Recalling Accurate Science
SE/TE:
121 Figure 3
134 Figure 2
142 Assessment 10
143 Assessment 21
165 Assess Your Understanding
TE Only:
123 L96-97, Scenario Investigation: My Rock
Tells a Story ab Investigation: Testing Rock
Flooring
139 Lab Investigation: Fossil Fuels
LIFE SCIENCE (LS)
Topic: Cellular to Multicellular
This topic focuses on the study of the basics of Modern Cell Theory. All organisms are composed
of cells, which are the fundamental unit of life. Cells carry on the many processes that sustain life.
All cells come from pre-existing cells.
CONTENT STATEMENT
Cells are the fundamental unit of life.
All living things are composed of cells. Different SE/TE:
324-325 What Are Cells
body tissues and organs are made of different
326-327 What Is Cell Theory?
kinds of cells. The ways cells function are
340-341 How do Cells Work Together in an
similar in all living organisms.
Organism?
363-365 What Are the Characteristics of All
Living Things
366-368 Where Do Living Things come From?
TE Only:
324 Inquiry Warm-Up: What Can You See?
325 Quick Lab: Comparing Cells
327 Quick Lab: Observing Cells
327 Differentiated Instruction: Cell Size
341 Quick Lab: Tissues, Organs, Systems
341 Differentiated Instruction: Cells in Tissues
362 Inquiry Warm-Up: Is It Living or Nonliving?
365 Teacher Demo: A Crystal Garden
365 Differentiated Instruction: Demonstrating a
Tropism
367 Teacher Demo: Redi’s Experiment
368 Quick Lab: Compare Broth Samples
All cells come from pre-existing cells.
SE = Student Edition
13
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Cells repeatedly divide resulting in more cells
and growth and repair in multicellular
organisms.
SE/TE:
327 What Cell Theory Says
354-355 What Are the Functions of Cell Division
TE Only:
354 Inquiry Warm-Up: What Are the Yeast cells
doing?
Cells carry on specific functions that sustain life.
Many basic functions of organisms occur in
SE/TE:
333-339 How Do the Parts of a Cell Work?
cells. Cells take in nutrients and energy to
TE Only:
perform work, like making various molecules
322-323 Scenario Investigation: The Cell Game
required by that cell or an organism.
335 Differentiated Instruction: Prokaryotic Cells
337 Teacher Demo: Compare Slides to
Illustrations
339 Quick Lab: Gelatin Cell Model339 Teacher
Demo: A Function of Plant Vacuoles
339 Differentiated Instruction: Making Models
Every cell is covered by a membrane that
controls what can enter and leave the cell.
SE = Student Edition
SE/TE:
348-353 How Do Materials Move Into and Out
of Cells?
TE Only:
349 Teacher Demo: Cell Membrane Function
351 Differentiated Instruction: Diffusion
351 Differentiated Instruction: Osmosis in
Rivers and Oceans
353 Quick Lab: Effect of Concentration on
Diffusion
353 Differentiated Instruction: Comparing
Passive Transport and Active Transport
353 Differentiated Instruction: Exocytosis
353E Enrich
14
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Within the cell are specialized parts for the
transport of materials, energy capture and
release, protein building, waste disposal,
information feedback and movement.
SE/TE:
333-339 How Do the Parts of a Cell Work?
TE Only:
322-323 Scenario Investigation: The Cell Game
335 Differentiated Instruction: Prokaryotic Cells
337 Teacher Demo: Compare Slides to
Illustrations
339 Quick Lab: Gelatin Cell Model339 Teacher
Demo: A Function of Plant Vacuoles
339 Differentiated Instruction: Making Models
Living systems at all levels of organization demonstrate the complementary nature of
structure and function.
The level of organization within organisms
SE/TE:
340-341 How Do Cells Work Together in an
includes cells, tissues, organs, organ systems
Organism?
and whole organisms.
TE Only:
341 Quick Lab: Tissues, Organs, Systems
341 Differentiated Instruction: Cells in Tissues
Whether the organism is single-celled or
multicellular, all of its parts function as a whole
to perform the tasks necessary for the survival
of the organism.
SE = Student Edition
SE/TE:
333-339 How Do the Parts of a Cell Work?
TE Only:
335 Differentiated Instruction: Prokaryotic Cells
337 Teacher Demo: Compare Slides to
Illustrations
339 Quick Lab: Gelatin Cell Model339 Teacher
Demo: A Function of Plant Vacuoles
339 Differentiated Instruction: Making Models
15
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Organisms have diverse body plans, symmetry
and internal structures that contribute to their
being able to survive in their environments.
SE = Student Edition
Representative citations:
SE/TE:
388-393 What Is a Plant?
394-403 Classifying Plants
408-413 How Are Animal Bodies Organized?
427-431 Skeletons and Muscles
432-437 The Nervous System
438-447 Animals Movement
460-469 How Do Animals Obtain and Digest
Food
470-477 How Do Animals Obtain Oxygen?
478-487 Circulation and Excretion
TE Only:
388 Inquiry Warm-Up: What Do Leaves Reveal
about Plants?
390 Quick Lab: Algae and Other Plants
391: Differentiated Instruction: Plant Cell
Structure
393 Teacher Demo: Vascular Tissue
393 Differentiated Instruction: Growing Tall
393 Differentiated Instruction: Problem and
Solution
393 Differentiated Instruction: Plants in Moist
Places
394 Inquiry Warm-Up: Will Mosses Absorb
Waters?
396 Quick Lab: Masses of Mosses
397 Differentiated Instruction: Strength and
Stability
399 Build Inquiry: How Quickly Can Water Move
Upward?
399 Quick Lab: Examining a Fern
401Build Inquiry: Interpreting Data on
Gymnosperms
401 Differentiated Instruction: Comparing
Vascular Plants
409 Quick Lab: Organizing animal Bodies
410 Teacher Demo: Mirror Mirror
411 Build Inquiry: Symmetry
413 Quick Lab: Front-End Advantages
431 Quick Lab: What Do Muscles Do?
431 Differentiated Instruction: Muscles and
Movement
16
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Life Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
TE Only:
322-323 Scenario Investigation: The Cell Game
Using Science Concepts
Demonstrating Science Knowledge
SE/TE:
336-337 Figure 3
353 Assess Your Understanding
416 Review and Assessment 15 & 16
433 Apply It!
464-465 Figure 3
TE Only:
322-323 Scenario Investigation: The Cell Game
424-425, Scenario Investigation: Mealworm
Migration
Interpreting and Communicating Science
Concepts
SE/TE:
336-337 Figure 3
468-469 Figure 6
480 Figure 1
TE Only:
42-43, STEM Activity, Out of the Corner of Your
Eye
322-323 Scenario Investigation: The Cell Game
424-425, Scenario Investigation, Procedure,
Conclusion
458-489, Scenario Investigation, Procedure,
Conclusion
Recalling Accurate Science
SE/TE:
336-337 Figure 3
339 Assess Your Understanding
351 Apply It!
393 Asses Your Understanding
428 Figure 1
441 Figure 1
446-447 Figure 4
482 Figure 3
483 Figure 4
484 Figure 5
TE Only:
322-323 Scenario Investigation: The Cell Game
386-387, Scenario Investigation, Fantasy Zoo
SE = Student Edition
17
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
PHYSICAL SCIENCE (PS)
Topic: Matter and Motion
This topic focuses on the study of foundational concepts of the particulate nature of matter, linear
motion, and kinetic and potential energy.
CONTENT STATEMENT
All matter is made up of small particles called atoms.
Each atom takes up space, has mass and is in
SE/TE:
constant motion. Mass is the amount of matter 253-254 What Properties Describe Matter?
in an object.
Elements are a class of substances composed
of a single kind of atom.
SE/TE:
257-258 Elements
TE Only:
257 build Inquiry: Elements Everywhere
Molecules are the combination of two or more
atoms that are joined together chemically.
SE/TE:
258 Molecules
259 Compounds
TE Only:
259 Quick Lab: Modeling Atoms and Molecules
Compounds are composed of two or more
different elements. Each element and
compound has properties, which are
independent of the amount of the sample.
SE/TE:
259 Compounds
TE Only:
259 Quick Lab: Modeling Atoms and Molecules
Changes of state are explained by a model of matter composed of atoms and/or molecules
that are in motion.
When substances undergo changes of state,
SE/TE:
269 Changes of State
neither atoms nor molecules themselves are
changed in structure.
Thermal energy is a measure of the motion of
the atoms and molecules in a substance.
SE/TE:
274 Temperature and Thermal Energy
TE Only:
275, Differentiated Instruction: Modeling
Temperature
Mass is conserved when substances undergo
changes of state.
SE/TE:
273 Conservation of Mass
SE = Student Edition
18
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
There are two categories of energy: kinetic and potential.
Objects and substances in motion have kinetic
SE/TE:
222-224 Kinetic Energy
energy.
227 Calculating Mechanical Energy
234-235 Kinetic and Potential Energy
TE Only:
218-219 Scenario Investigation: Stuck at the Top
225 Quick Lab: Mass, Velocity, and Kinetic
Energy
225E Enrich
235 Build Inquiry: Model Pole Vaulting
235 Quick Lab: Soaring Straws
235 Differentiated Instruction: Pole Vault
Energy
235 Differentiated Instruction: Research
Pendulums
Objects and substances can have energy as a
result of their position (potential energy).
SE/TE:
224-225 Potential Energy
227 Calculating Mechanical Energy
234-235 Kinetic and Potential Energy
TE Only:
218-219 Scenario Investigation: Stuck at the Top
225E Enrich
235 Build Inquiry: Model Pole Vaulting
235 Quick Lab: Soaring Straws
235 Differentiated Instruction: Pole Vault
Energy
235 Differentiated Instruction: Research
Pendulums
An object’s motion can be described by its speed and the direction in which it is moving.
An object’s position and speed can be
SE/TE:
206-207 How Do You Graph Motion?
measured and graphed as a function of time.
TE Only:
194-195 Scenario Investigation: The Mayor Is
Worried
207 Quick Lab: Motion Graphs
207 Differentiated Instruction: Construct
Distance-Versus-Time Graphs
207 Differentiated Instruction: Interpret
Distance-Versus-Time Graphs
207F Enrich
SE = Student Edition
19
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards
Science
Interactive Science ©2017
Ohio Edition, Grade 6
Physical Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
TE Only:
6-7, Scenario Investigation: This Isn’t Science
Using Science Concepts
194-195 Scenario Investigation: The Mayor Is
Worried
218-219 Scenario Investigation: Stuck at the Top
248-249, Scenario Investigation: Crystal Clear
Demonstrating Science Knowledge
TE Only:
6-7, Scenario Investigation: Procedure
42-43, STEM Activity, Develop Possible Solutions
144, Apply the Big Question
152-153, Scenario Investigation: In Memory of
Winifred
186, Apply the Big Question
194-195, Scenario Investigation, Procedure
218-219 Scenario Investigation: Stuck at the Top
210, Apply the Big Question
240, Apply the Big Question
248-249, Scenario Investigation, Do Research
Interpreting and Communicating Science
Concepts
TE Only:
6-7, Scenario Investigation: Procedure
218-219 Scenario Investigation: Stuck at the Top
288-289, Scenario Investigation: My Glass Is
Leaking
Recalling Accurate Science
TE Only:
6-7, Scenario Investigation, Conclusion
42-43, STEM Activity, Do Research
144, Apply the Big Question
186, Apply the Big Question
218-219 Scenario Investigation: Stuck at the Top
210, Apply the Big Question
240, Apply the Big Question
SE = Student Edition
20
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
GRADE 7
SCIENCE INQUIRY AND APPLICATION
During the years of grades 5-8, all students must use the following scientific processes, with
appropriate laboratory safety techniques, to construct their knowledge and understanding in all
science content areas:
• Identify questions that can be answered
TE Only:
90-93 STEM Activity: Energy Boosters
through scientific investigations;
133 Lab Investigation: Ecosystem Food Chains
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
• Design and conduct a scientific
investigation;
SE = Student Edition
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
21
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
• Use appropriate mathematics, tools and
techniques to gather data and
information;
SE/TE:
133 Do the Math!
157 Figure 1
159 Figure 3
222 Do the Math!
283 Do the Math!
337 Do the Math!
383 Do the Math!
397 Do the Math!
425 Do the Math!
431 Apply It!
461 Do the Math!
• Analyze and interpret data;
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
SE = Student Edition
22
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
• Develop descriptions, models,
explanations and predictions;
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
• Think critically and logically to connect
evidence and explanations;
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
SE = Student Edition
23
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
• Recognize and analyze alternative
explanations and predictions;
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
• Communicate scientific procedures and
explanations.
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
SE = Student Edition
24
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
EARTH AND SPACE SCIENCE (ESS)
Topic: Cycles and Patterns of Earth and the Moon
This topic focuses on Earth’s hydrologic cycle, patterns that exist in atmospheric and oceanic
currents, the relationship between thermal energy and the currents, and the relative position and
movement of the Earth, sun and moon.
CONTENT STATEMENT
The hydrologic cycle illustrates the changing states of water as it moves through the
lithosphere, biosphere, hydrosphere and atmosphere.
Thermal energy is transferred as water changes SE/TE:
state throughout the cycle. The cycling of water 370-371 What Is the Water Cycle?
379 Figure 6
in the atmosphere is an important part of
381-382 How Does Water Move Underground?
weather patterns on Earth. The rate at which
water flows through soil and rock is dependent TE Only:
371 Lab Investigation: Water from Trees
upon the porosity and permeability of the soil
371 Differentiated Instruction: What Drive the
or rock.
Water Cycle?
371F Enrich
380 Inquiry Warm-Up: Where Does the Water
Go?
382 Quick Lab: Soil Percolation
SE = Student Edition
25
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of
currents, which influence global climate patterns.
The sun is the major source of energy for wind, SE/TE:
air and ocean currents and the hydrologic cycle. 138-115 Winds
392-397 Currents and Climates
As thermal energy transfers occur in the
428-433 Energy in Earth’s Atmosphere
atmosphere and ocean, currents form. Large
437 Heating the Troposphere
bodies of water can influence weather and
TE Only:
climate. The jet stream is an example of an
392 Inquiry Warm-Up: Bottom to Top
atmospheric current and the Gulf Stream is an
395 Lab Investigation: Modeling Ocean
example of an oceanic current. Ocean currents
Currents
are influenced by factors other than thermal
395 Differentiated Instruction: Currents and
energy, such as water density, mineral content
Geography
(such as salinity), ocean floor topography and
395 Differentiated Instruction: Newspaper
Earth’s rotation. All of these factors delineate
Article
global climate patterns on Earth.
397 Quick Lab: Deep Currents
397 Differentiated Instruction: Surface and
Deep Currents
397E Currents and Climate
438 Inquiry Warm-Up: Does the Wind Turn?
441 Differentiated Instruction: Compare and
Contrast Winds
445 Quick Lab: Modeling Global Winds
445 Differentiated Instruction: Model Wind
445 Differentiated Instruction: Names of Global
Wings
445E Enrich
429 Quick Lab: How Does the Sun’s Energy
Reach Earth?
433 Teacher Demo: Absorption of heat
433 Lab Investigation: Heating Earth’s Surface
SE = Student Edition
26
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
The atmosphere has different properties at different elevations and contains a mixture of
gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere.
The atmosphere is held to the Earth by the
SE/TE:
422-427 Layers of the Atmosphere
force of gravity. There are defined layers of the
TE Only:
atmosphere that have specific properties, such
Inquiry Warm-Up: Os Air There?
as temperature, chemical composition and
Quick Lab: Layers of the Atmosphere
physical characteristics. Gases in the
425 Differentiated Instruction: Layers of the
atmosphere include nitrogen, oxygen, water
Atmosphere
vapor, carbon dioxide and other trace gases.
425 Differentiated Instruction: Investigating the
Biogeochemical cycles illustrate the movement
Atmosphere
of specific elements or molecules (such as
427 Quick Lab: Calculating Temperature
carbon or nitrogen) through the lithosphere,
Changes
biosphere, hydrosphere and atmosphere.
427 Differentiated Instruction: compare Layers
427 Differentiated Instruction: Signals in the
Thermosphere
427E Enrich
The relative patterns of motion and positions of the Earth, moon and sun cause solar and
lunar eclipses, tides and phases of the moon.
The moon’s orbit and its change of position
SE/TE:
519-520 What Causes the Moon’s Phases?
relative to the Earth and sun result in different
TE Only:
parts of the moon being visible from Earth
519 Inquiry Warm-Up: How Does the Moon
(phases of the moon).
Move?
520 Quick Lab: Moon Phases
521 Differentiated Instruction: Define Phase
A solar eclipse is when Earth moves into the
shadow of the moon (during a new moon). A
lunar eclipse is when the moon moves into the
shadow of Earth (during a full moon).
SE = Student Edition
SE/TE:
521 What Are Eclipses?
521 Solar Eclipses
522 Lunar Eclipses
TE Only:
523 Quick Lab: Eclipses
523 Differentiated Instruction: Model Eclipses
27
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Gravitational force between the Earth and the
moon causes daily oceanic tides. When the
gravitational forces from the sun and moon
align (at new and full moons) spring tides occur.
When the gravitational forces of the sun and
moon are perpendicular (at first and last
quarter moons), neap tides occur.
SE/TE:
525-527 What Are Tides?
TE Only:
527 Modeling the Moon’s Pull of Gravity
527 Differentiated Instruction: Track the Tides
527E Enrich
Earth and Space Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
TE Only:
371 Lab Investigation: Water from Trees
Using Science Concepts
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
Demonstrating Science Knowledge
SE = Student Edition
SE/TE:
371 Assess Your Understanding
379 Figure 6
382 Assess Your Understanding
423 Assess Your Understanding
441 Figure 3
444 Figure 5
459 Figure 1
465 Figure 2
527 Assess Your Understanding
TE Only:
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
28
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Interpreting and Communicating Science
Concepts
SE/TE:
371 Assess Your Understanding
430 figure 2
431 Apply It!
439 Figure 1
443 Apply It!
445 Figure 6
527 Apply It!
TE Only:
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
Recalling Accurate Science
SE/TE:
371 Assess Your Understanding
379 Figure 6
382 Assess Your Understanding
423 Assess Your Understanding
441 Figure 3
444 Figure 5
459 Figure 1
465 Figure 2
527 Assess Your Understanding
TE Only:
371 Lab Investigation: Water from Trees
395 Lab Investigation: Modeling Ocean
Currents
433 Lab Investigation: Heating Earth’s Surface
SE = Student Edition
29
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
LIFE SCIENCE (LS)
Topic: Cycles of Matter and Flow of Energy
This topic focuses on the impact of matter and energy transfer within the biotic component of
ecosystems.
CONTENT STATEMENT
Matter is transferred continuously between one organism to another and between
organisms and their physical environments.
Plants use the energy in light to make sugars
SE/TE:
126-133 Energy flows in Ecosystems
out of carbon dioxide and water
TE Only:
(photosynthesis). These materials can be used
90-93 STEM Activity: Energy Boosters
and immediately stored for later use.
126 Inquiry Warm-Up: Where Did Your Dinner
Organisms that eat plants break down plant
structures to produce the materials and energy Come From?
129 Quick Lab: Observing Decomposition
they need to survive. Then they are consumed
129 Differentiated Instruction: Concept Map
by other organisms.
129 Differentiated Instruction: Observe a Local
Habitat
131 Differentiated Instruction: Demonstrate
Omnivores’ Relationships in a Food Web
131 Differentiated Instruction: Identify the Food
Chains
132 Build Inquiry: Identify Available Energy
133 Lab Investigation: Ecosystem Food Chains
133 Differentiated Instruction: Visualize Energy
Transfers
133E Enrich
Energy can transform from one form to
another in living things. Animals get energy
from oxidizing food, releasing some of its
energy as heat.
SE/TE:
132-133 Energy Pyramids
TE Only:
132 Build Inquiry: Identify Available Energy
133 Differentiated Instruction: Visualize Energy
Transfers
The total amount of matter and energy remains
constant, even though its form and location
change.
SE/TE:
133 Do the Math!
TE Only:
132 Build Inquiry: Identify Available Energy
133 Differentiated Instruction: Visualize Energy
Transfers
SE = Student Edition
30
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
In any particular biome, the number, growth and survival of organisms and populations
depend on biotic and abiotic factors.
Biomes are regional ecosystems characterized
SE/TE:
142-151 Biomes
by distinct types of organisms that have
TE Only:
developed under specific soil and climatic
142 Inquiry Warm-Up: How Much Rain Is That?
conditions.
145 Differentiated Instruction: Define Terms
Relating to Tropical Rain Forests
145 Differentiated Instruction: Identify Main
Idea About Tropical Rain Forests
145 Differentiated Instruction: Compare
Biomes
147 Build Inquiry: Make Models of a Deciduous
Forest
147 Differentiated Instruction: Review
Geographical Terms and Names
147 Differentiated Instruction: Research a
Grasslands Bird
149 Differentiated Instruction: Permafrost
149 Differentiated Instruction: Compare and
Contrast Biomes
150 Build Inquiry: Draw Mountain Habitats
151 Quick Lab: Inferring Forest Climates
151 Differentiated Instruction: Altitude and
Latitude
151 Differentiated Instruction: Identify Biome
Distribution
151E Enrich
SE = Student Edition
31
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
The variety of physical (abiotic) conditions that
exists on Earth gives rise to diverse
environments (biomes) and allows for the
existence of a wide variety of organisms
(biodiversity).
SE = Student Edition
SE/TE:
142-151 Biomes
152-155 Aquatic Ecosystems
TE Only:
142 Inquiry Warm-Up: How Much Rain Is That?
145 Differentiated Instruction: Define Terms
Relating to Tropical Rain Forests
145 Differentiated Instruction: Identify Main
Idea About Tropical Rain Forests
145 Differentiated Instruction: Compare
Biomes
147 Build Inquiry: Make Models of a Deciduous
Forest
147 Differentiated Instruction: Review
Geographical Terms and Names
147 Differentiated Instruction: Research a
Grasslands Bird
149 Differentiated Instruction: Permafrost
149 Differentiated Instruction: Compare and
Contrast Biomes
150 Build Inquiry: Draw Mountain Habitats
151 Quick Lab: Inferring Forest Climates
151 Differentiated Instruction: Altitude and
Latitude
151 Differentiated Instruction: Identify Biome
Distribution
151E Enrich
152 Inquiry Warm-Up: Where Does It Live?
155 Build Inquiry: Infer Coral Structure
155 Quick Lab: Dissolved Oxygen
155 Differentiated Instruction: Draw the
Ocean’s Four Zones
155 Differentiated Instruction: Aquatic Photos
155E Enrich
32
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Ecosystems are dynamic in nature; the number
and types of species fluctuate over time.
Disruptions, deliberate or inadvertent, to the
physical (abiotic) or biological (biotic)
components of an ecosystem impact the
composition of an ecosystem.
SE/TE:
156-165 Biodiversity
TE Only:
156 Inquiry Warm-Up: How Much Variety Is
There
158 Quick Lab: Modeling Keystone Species
159 Differentiated Instruction: Research
Keystone Species
159 Differentiated Instruction: Apply
Vocabulary
161 Build Inquiry: Compare Biodiversity
161 Differentiated Instruction: Research Extinct
Species
161 Differentiated Instruction: Endangered
Species
163 Differentiated Instruction: Compare and
Contrast
163 Differentiated Instruction: Species
Competition
165 Quick Lab: Humans and Biodiversity
165 Differentiated Instruction: Interpret Maps
165 Differentiated Instruction: How People Use
Land
165E Enrich
SE = Student Edition
33
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Life Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
TE Only:
90-93 STEM Activity: Energy Boosters
Using Science Concepts
133 Lab Investigation: Ecosystem Food Chains
Demonstrating Science Knowledge
SE/TE:
149 Figure 7
151 Apply It!
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
Interpreting and Communicating Science
Concepts
SE/TE:
123 Apply It!
131 Apply It!
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
Recalling Accurate Science
SE/TE:
130 Apply It!
151 Apply It!
155 Apply It!
155 Assess Your Understanding
TE Only:
90-93 STEM Activity: Energy Boosters
133 Lab Investigation: Ecosystem Food Chains
SE = Student Edition
34
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
PHYSICAL SCIENCE (PS)
Topic: Conservation of Mass and Energy
This topic focuses on the empirical evidence for the arrangements of atoms on the Periodic Table
of Elements, conservation of mass and energy, transformation and transfer of energy.
CONTENT STATEMENT
The properties of matter are determined by the arrangement of atoms.
Elements can be organized into families with
SE/TE:
268-277 Organizing the Elements
similar properties, such as highly reactive
310-313 Applying the Periodic Table
metals, less-reactive metals, highly reactive
TE Only:
nonmetals and some gases that are almost
268 Inquiry Warm-Up: Which Is Easier?
completely nonreactive.
270 Build Inquiry: Predicting from Patterns
270 Quick Lab: Classifying
273 Teacher Demo: Distinguishing between
Mass Number and Atomic Mass
273 Differentiated Instruction: Atomic
Vocabulary
273 Differentiated Instruction: Chemical
Symbols
275 Quick lab: Using the Periodic Table
275 Differentiated Instruction: Use an Element
Square
275 Differentiated Instruction: Element
Geography
277 Quick Lab: Expanding the Periodic Table
277 Differentiated Instruction: An Element
Poem
277 Differentiated Instruction: Group Posters
277F Enrich
311 Differentiated Instruction: Electron Dot
Diagrams
311 Differentiated Instruction: Noble Gas
312 Teacher Demo: Observing Reactivity of
Alkaline Earth
313 Quick Lab: Element Chemistry
313 Differentiated Instruction: Locating
Hydrogen
313 Differentiated Instruction: Metalloids
SE = Student Edition
35
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Substances are classified according to their
properties, such as metals and acids.
SE = Student Edition
SE/TE:
279-283 What Are the Properties of Metals?
284-295 Nonmetals and Metalloids
TE Only:
266-267 Scenario Investigation: The Element
Museum
278 Inquiry Warm-Up: Why Use Aluminum
281 Build Inquiry: Preventing Rusting
281 Lab Investigation: Copper or Carbon? That
Is the Question
281 Differentiated Instruction: Experience
Properties
282 Teacher Demo: Differentiating Alkali Metals
281 Differentiated Instruction: Aluminum
283 Differentiated Instruction: Comparing and
Contrasting Metals
283E Enrich
284 Inquiry Warm-Up: What Are the Properties
of Charcoal?
285 Quick Lab: Carbon—A Nonmetal
289 Differentiated Instruction: Forms of Carbon
289 Differentiated Instruction: Allotropes
290 Build Inquiry: Reading Fertilizer Bags
291 Teacher Demo: Generating Oxygen
291 Differentiated Instruction: Diatomic
Elements
291 Differentiated Instruction: All About Iodine
293 Differentiated Instruction: The Metalloids
293 Differentiated Instruction: Computer Chips
295 Quick Lab: Finding Nonmetals
295 Differentiated Instruction: A Collage of the
Elements
295E Enrich
36
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
When substances interact to form new
substances, the properties of the new
substances may be very different from those of
the old, but the amount of mass does not
change.
SE/TE:
330-337 Observing Chemical Change
342-343 How Is Mass Conserved During a
Chemical Reaction?
TE Only:
330 Inquiry Warm-Up: What Happens When
Chemicals React?
333 Quick Lab: Observing Change
333 Differentiated Instruction: Table Salt
333 Differentiated Instruction: Ripening
335 Teacher Demo: Hopping corn
335 Differentiated Instruction: Changes in
Wood
335 Differentiated Instruction: No Bulb, No
Battery
336 Teacher Demo: A Toaster Reaction
337 Lab Investigation: Where’s the Evidence?
337 Differentiated Instruction: Changes in
Energy
337 Differentiated Instruction: Mix It Up
343 Build Inquiry: Still There
343 Differentiated Investigation: Conservation
of Matter
343 Differentiated Investigation: Lavoisier’s
Experiment
347 Quick Lab: Is Matter Conserved?
Energy can be transformed or transferred but is never lost.
When energy is transferred from one system to See Grade 6
another, the quantity of energy before transfer
SE/TE:
equals the quantity of energy after transfer.
236-237 What Is the Law of Conservation?
When energy is transformed from one form to
TE Only:
another, the total amount of energy remains
237 Quick Lab: Law of Conservation of Energy
the same.
237 Differentiated Instruction: Oral
Presentation
237 Differentiated Instruction: Energy and
Matter
SE = Student Edition
37
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Energy can be transferred through a variety of ways.
Mechanical energy can be transferred when
See Grade 6:
objects push or pull on each other over a
SE/TE:
distance.
220-221 How Are Energy, Work, and Power
Related?
228 Mechanical Energy and Work
TE Only:
220 Inquiry Warm-Up: How High Does a Ball
Bounce?
221 Lab Investigation: Can You Feel the Power?
228 Quick Lab: Determining Mechanical Energy
Electromagnetic waves transfer energy when
they interact with matter.
SE/TE:
252-255 The Nature of Electromagnetic Waves
TE Only:
253 Quick Lab: What Is an Electromagnetic
Wave Made of?
254 Build Inquiry: Observe How Filters Polarize
Light
Thermal energy can be transferred through
radiation, convection and conduction.
SE/TE:
184-187 The Transfer of Heat
TE Only:
184 Inquiry Warm-Up: What Does It Mean to
Heat Up?
186 Build Inquiry: Heat Flow from Lamps
187 Quick Lab: Visualizing Convection Currents
187 Differentiated Instruction: Observing
Conduction
187 Differentiated Instruction: Electromagnetic
Spectrum
187E Enrich
SE = Student Edition
38
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Electrical energy transfers when an electrical
source is connected in a complete electrical
circuit to an electrical device.
SE/TE:
220-227 Electric Currents
TE Only:
202-203 Scenario Investigation: My House Is
Wired!
220 Inquiry Warm-Up: Do the Lights Keep
Shining?
222 Quick Lab: Ohm’s Law
223 Teacher Demo: A Switch in an Electric
Circuit
223 Differentiated Instruction: Describe a
Circuit
225 Differentiated Instruction: Identify Circuits
225 Differentiated Instruction: Construct
Circuits
227 Lab Investigation: Build a Flashlight
227 Differentiated Instruction: Identify Devices
227E Enrich
Physical Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
SE/TE:
273 Apply It!
Using Science Concepts
TE Only:
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
Demonstrating Science Knowledge
SE = Student Edition
SE/TE:
186 Figure 2
157 Apply It!
255 Apply It!
TE Only:
202-203 Scenario Investigation: My House Is
Wired!
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
39
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 7
Interpreting and Communicating Science
Concepts
SE/TE:
186 Figure 2
295 Assess Your Understanding
343 Figure 5
TE Only:
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
266-267 Scenario Investigation: The Element
Museum
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
Recalling Accurate Science
SE/TE:
186 Figure 2
272 Figure 3
277 Assess Your Understanding
282-284 Figure 4-Figure 8
388 Apply It!
289 What Are the Families containing
Nonmetals? chart
291 Apply It!
295 Assess Your Understanding
331 Figure 1
TE Only:
202-203 Scenario Investigation: My House Is
Wired!
221 Lab Investigation: Can You Feel the Power?
227 Lab Investigation: Build a Flashlight
281 Lab Investigation: Copper or Carbon? That
Is the Question
337 Lab Investigation: Where’s the Evidence?
SE = Student Edition
40
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
GRADE 8
SCIENCE INQUIRY AND APPLICATION
During the years of grades 5-8, all students must use the following scientific processes, with
appropriate laboratory safety techniques, to construct their knowledge and understanding in all
science content areas:
• Identify questions that can be answered
TE Only:
182-183 Scenario Investigation: flight 7084 to
through scientific investigations;
Barcelona
187 Lab Investigation: Modeling Mantle
Convection Currents
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack
• Design and conduct a scientific
investigation;
SE = Student Edition
TE Only:
182-183 Scenario Investigation: flight 7084 to
Barcelona
187 Lab Investigation: Modeling Mantle
Convection Currents
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack
41
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
• Use appropriate mathematics, tools and
techniques to gather data and
information;
SE/TE:
205 Do the Math!
236 Do the Math!
283 Do the Math!
303 Do the Math!
304-305 Figure 1
307 Apply It!
344 Do the Math!
376-377 Figure 2
377 Assess Your Knowledge
• Analyze and interpret data;
TE Only:
182-183 Scenario Investigation: flight 7084 to
Barcelona
187 Lab Investigation: Modeling Mantle
Convection Currents
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack
SE = Student Edition
42
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
• Develop descriptions, models,
explanations and predictions;
TE Only:
182-183 Scenario Investigation: flight 7084 to
Barcelona
187 Lab Investigation: Modeling Mantle
Convection Currents
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack
• Think critically and logically to connect
evidence and explanations;
TE Only:
182-183 Scenario Investigation: flight 7084 to
Barcelona
187 Lab Investigation: Modeling Mantle
Convection Currents
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack
SE = Student Edition
43
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
• Recognize and analyze alternative
explanations and predictions;
TE Only:
182-183 Scenario Investigation: flight 7084 to
Barcelona
187 Lab Investigation: Modeling Mantle
Convection Currents
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack
• Communicate scientific procedures and
explanations.
TE Only:
182-183 Scenario Investigation: flight 7084 to
Barcelona
187 Lab Investigation: Modeling Mantle
Convection Currents
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack
SE = Student Edition
44
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
EARTH AND SPACE SCIENCE (ESS)
Topic: Physical Earth
This topic focuses on the physical features of Earth and how they formed. This includes the
interior of Earth, the rock record, plate tectonics and landforms.
CONTENT STATEMENT
The composition and properties of Earth’s interior are identified by the behavior of seismic
waves.
The refraction and reflection of seismic waves
SE/TE:
106-107 How Do Geologists Learn About Earth’s
as they move through one type of material to
Interior?
another is used to differentiate the layers of
TE Only:
Earth’s interior. Earth has an inner and outer
106 Inquiry Warm-Up: Earth’s Interior
core, an upper and lower mantle, and a crust.
107 Quick Lab: How do Scientists Find Out
What’s Inside Earth?
116E Enrich
The formation of the planet generated heat
from gravitational energy and the decay of
radioactive elements, which are still present
today. Heat released from Earth’s core drives
convection currents throughout the mantle and
the crust.
SE = Student Edition
SE/TE:
184-187 Convection and the Mantle
243 Earth Takes Shape
TE Only:
185 Quick Lab: How Can Heat Cause Motion in
a Liquid?
187 Lab Investigation: Modeling Mantle
Convection Currents
187 Teacher Demo: Predict the Effect of Density
187 Differentiated Instruction: Model
Convection Currents
207 Quick Lab: Mantle Convection Currents
242 Inquiry Warm-Up: How Could Planet Earth
Form in Space
45
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Earth’s crust consists of major and minor tectonic plates that move relative to each other.
Historical data and observations such as fossil
SE/TE:
192-195 Drifting Continents
distribution, paleomagnetism, continental drift
196-201 Sea-Floor Spreading
and sea-floor spreading contributed to the
TE Only:
theory of plate tectonics. The rigid tectonic
182-183 Scenario Investigation: Flight 7084 to
plates move with the molten rock and magma
Barcelona
beneath them in the upper mantle.
192 Inquiry Warm-Up: How Are Earth’s
Continents Linked Together
194 Build Inquiry: Make Models of Continents
195 Differentiated Instruction: Debate
Continental Drift
195 Teacher Demo: Climate in North America
195 Quick Lab: Moving the Continents
195E Enrich
196 Inquiry Warm-Up What Is the Effect of a
Change in Density
196 Quick Lab: Mid-Ocean Ridges
199 Build Inquiry: Model of the Ocean Floor
199 Quick Lab: Reversing Poles
199 Differentiated Instruction: Draw Mid-Ocean
Ridges
199 Differentiated Instruction: Cause-and-Effect
Table
199 Differentiated Instruction: Infer
201 Lab Investigation: Modeling Sea-Floor
Spreading
201 Differentiated Instruction: Ocean Floor
Drawing
201 Differentiated Instruction: Travel Log
201E Enrich
Convection currents in the crust and upper
mantle cause the movement of the plates. The
energy that forms convection currents comes
from deep within the Earth.
SE = Student Edition
SE/TE:
203 Mantle Convection and Plate Motions
204 Plate Motions Over Time
46
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
There are three main types of plate boundaries:
divergent, convergent and transform. Each type
of boundary results in specific motion and
causes events (such as earthquakes or volcanic
activity) or features (such as mountains or
trenches) that are indicative of the type of
boundary.
SE/TE:
205-207 Plate Boundaries
TE Only:
205 Teacher Demo: Make a Model of Plates
205 Differentiated Instruction: Rift Valleys
205 Differentiated Instruction:
A combination of constructive and destructive geologic processes formed Earth’s surface.
Earth’s surface is formed from a variety of
SE/TE:
114-123 Water Erosion
different geologic processes, including but not
124-129 Glacial Erosion
limited to plate tectonics.
130-133 Wave Erosion
158-165 Forces in Earth’s Crust
188-191 Volcanoes and Plate Tectonics
202-207 The Theory of Plate Tectonics
TE Only:
114 Inquiry Warm-Up: How Does Moving Water
Wear Away Rocks?
120 Build Inquiry: Compare and contrast Deltas
122 Teacher Demo: Model How Carbonic Acid
Forms
124 Inquiry Warm-Up: how do Glaciers change
The Land?
129 Quick Lab: Modeling Valleys
129 Differentiated Instruction: Model glacial
Landforms
133 Quick Lab: Shaping a Coastline
133 Differentiated Instruction: Classifying
Landforms
158 Inquiry Warm-Up: How Does Stress Affect
Earth’s Crust
161 Quick Lab: Modeling Faults
163 Teacher Demo: Modeling Synclines and
Anticlines
165 Quick Lab: Modeling Stress
165F Enrich
205 Differentiated Instruction: Rift Valleys
206 Build Inquiry: Continent-Continent
Collisions
SE = Student Edition
47
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Evidence of the dynamic changes of Earth’s surface through time is found in the geologic
record.
Earth is approximately 4.6 billion years old.
SE/TE:
234-237 Radioactive Dating
Earth history is based on observations of the
242-245 Early Earth
geologic record and the understanding that
TE Only:
processes observed at present day are similar
221-222 Scenario Investigation: Goodbye,
to those that occurred in the past
Columbus
(uniformitarianism). There are different
242 Inquiry Warm-Up: How Could Planet Earth
methods to determine relative and absolute
Form in Space?
age of some rock layers in the geologic record.
245 Build Inquiry: Comparing and Contrasting
Within a sequence of undisturbed sedimentary
Atmospheric Gases
rocks, the oldest rocks are at the bottom
245 Quick Lab: Learning from Fossils
(superposition). The geologic record can help
245 Differentiated Instruction: Relate Cause
identify past environmental and climate
and Effect
conditions.
245E Enrich
234 Inquiry Warm-Up: How Long Till It’s Gone?
235 Quick Lab: The Dating Game
237 Build Inquiry: Model Radioactive Dating
237 Quick Lab: How Old Is It?
Earth and Space Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
TE Only:
182-183 Scenario Investigation: Flight 7084 to
Using Science Concepts
Barcelona
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
SE = Student Edition
48
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Demonstrating Science Knowledge
SE/TE:
123 Assess Your Understanding
126 Apply It!
152 Figure 1
190 Apply It!
201 Assess Your Understanding
TE Only:
182-183 Scenario Investigation: Flight 7084 to
Barcelona
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
Interpreting and Communicating Science
Concepts
SE/TE:
107 Figure 1
117 Figure 3
138 Review and Assessment 24
151 Apply It!
191 Apply It!
213 Review and Assessment 29
TE Only:
182-183 Scenario Investigation: Flight 7084 to
Barcelona
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
SE = Student Edition
49
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Recalling Accurate Science
SE = Student Edition
SE/TE:
115 Figure 1
129 Assess Your Understanding
132-133 Figure 2
160 Figure 2
189 Figure 1
206-207 Figure 6
244 Figure 2
245 Assess Your Understanding
TE Only:
182-183 Scenario Investigation: Flight 7084 to
Barcelona
201 Lab Investigation: Modeling Sea-Floor
Spreading
221-222 Scenario Investigation: Goodbye,
Columbus
50
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
LIFE SCIENCE (LS)
Topic: Species and Reproduction
This topic focuses on continuation of the species.
CONTENT STATEMENT
Diversity of species occurs through gradual processes over many generations. Fossil
records provide evidence that changes have occurred in number and types of species.
Fossils provide important evidence of how life
SE/TE:
352-353 What Patterns Describe the Rate of
and environmental conditions have changed.
Evolution?
TE Only:
353 Quick Lab: Slow of Fast?
Changes in environmental conditions can affect
how beneficial a trait will be for the survival and
reproductive success of an organism or an
entire species.
SE/TE:
343-345 What Is Natural Selection?
TE Only:
334-335 Scenario Investigation: Worms Under
Attack!
343 Build Inquiry: Observe Favorable Traits
343 Differentiated Instruction: Adaptations
Before Selection
343 Differentiated Instruction: Research
Throughout Earth’s history, extinction of a
species has occurred when the environment
changes and the individual organisms of that
species do not have the traits necessary to
survive and reproduce in the changed
environment. Most species (approximately 99
percent) that have lived on Earth are now
extinct.
For supporting content, please see:
SE/TE: 226-227 What do Fossils Show?
SE = Student Edition
See Grade 7:
SE/TE:
161 Extinction of Species
162 Damaging Biodiversity
TE only:
161 Differentiated Instruction: Research Extinct
Species, Endangered Species
165D Biodiversity
165F Enrich, Biodiversity
51
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Reproduction is necessary for the continuation of every species.
Every organism alive today comes from a long
SE/TE:
268-275 Plant Reproduction
line of ancestors who reproduced successfully
276-283 Animal Reproduction and Fertilization
every generation. Reproduction is the transfer
of genetic information from one generation to
the next. It can occur with mixing of genes from
two individuals (sexual reproduction). It can
occur with the transfer of genes from one
individual to the next generation (asexual
reproduction). The ability to reproduce defines
living things.
The characteristics of an organism are a result of inherited traits received from parent(s).
Expression of all traits is determined by genes
Representative citations:
and environmental factors to varying degrees.
SE/TE:
Many genes influence more than one trait, and
296-301 What Is Heredity
many traits are influenced by more than one
302-307 Probability and Heredity
gene.
308-313 Patterns of Inheritance
TE Only:
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
296 Inquiry Warm-Up: What Does the Father
Look Like
299 Differentiated Instruction: Dominant Alleles
299 Differentiated Instruction: Mendel’s
Crosses
300 Teacher Demo: Observing Crosses in Fruit
Flies
301 Quick Lab: Inferring the Parent Generation
301E Enrich
302 Inquiry Warm-Up: What’s the Chance?
305 Teacher Dem: Observe Crosses in Tobacco
Plants
305 Quick Lab: Coin Crosses
307 Lab Investigation: Make the Right Call!
308 Inquiry Warm-Up: Observing Traits
310 Quick Lab: Patterns of Inheritance
313 Quick Lab: Is It All in the Genes?
313E Enrich
SE = Student Edition
52
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
During reproduction, genetic information (DNA)
is transmitted between parent and offspring. In
asexual reproduction, the lone parent
contributes DNA to the offspring. In sexual
reproduction, both parents contribute DNA to
the offspring.
SE = Student Edition
SE/TE:
314-323 Chromosomes and Inheritance
TE Only:
314 Inquiry Warm-Up: Which Chromosome Is
Which?
317 Quick Lab: Chromosomes an Inheritance
317 Differentiated Instruction: Visualize
Chromosomes
317 Model the Function of Meiosis
319 Teacher Demo Model Meiosis
319 Quick Lab: Modeling Meiosis
319 Differentiated Instruction: Chromosome
Pairs
319 Differentiated Instruction: Organisms and
Their Chromosomes
321 Differentiated Instruction: Make a Venn
Diagram
323 Quick Lab: Modeling Meiosis
323 Differentiated Instruction: Asexual
Reproduction
53
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Life Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
TE Only:
294-295 Scenario Investigation: We All Have It,
Using Science Concepts
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack!
Demonstrating Science Knowledge
SE/TE:
281 Assess Your Understanding
299 Figure 3
301 Apply It!
304-305 Figure 1
306 Figure 2
310 Apply It!
353 Apply It!
TE Only:
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack!
Interpreting and Communicating Science
Concepts
SE/TE:
271 Apply It!
279 Figure 3
283 Review and Assessment 13
301 Assess Your Understanding
321 Figure 6
322-232 Figure 7
342-343 Figure 5
TE Only:
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack!
SE = Student Edition
54
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Recalling Accurate Science
SE/TE:
269 Figure 1
272-273 Figure 3
280 Figure 4
TE Only:
294-295 Scenario Investigation: We All Have It,
So It Must Be Dominant!
307 Lab Investigation: Make the Right Call!
334-335 Scenario Investigation: Worms Under
Attack!
PHYSICAL SCIENCE (PS)
Topic: Forces and Motion
This topic focuses on forces and motion within, on and around the Earth and within the universe.
CONTENT STATEMENT
Forces between objects act when the objects are in direct contact or when they are not
touching.
Magnetic, electrical and gravitational forces can SE/TE:
383-385 What Factors Affect Gravity?
act at a distance.
408-409 How do Magnetic Poles Interact?
417-418 How do Charges Interact?
TE Only:
408 Build Inquiry: Attraction and Repulsion
409 Differentiated Instruction: Apply Concepts
409 Differentiated Instruction: Demonstrate
Attraction and Repulsion
416 Inquiry Warm-Up: Can You Make a Can
Move Without Touching It?
418 Teacher Demo: Electric Field Exerts a force
418 Quick Lab: Drawing conclusions
Forces have magnitude and direction.
The motion of an object is always measured
with respect to a reference point.
SE/TE:
368-370 What Is Acceleration?
376-377 How Do Forces Affect Motion
Also see Grade 6:
SE/TE:
196-199 When Is an Object in Motion?
TE Only:
196 Inquiry Warm-Up: What Is Motion?
199 Quick Lab: Identifying Motion
SE = Student Edition
55
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Forces can be added. The net force on an object
is the sum of all of the forces acting on the
object. The net force acting on an object can
change the object’s direction and/or speed.
SE/TE:
376-377 How Do Forces Affect Motion?
TE Only:
377 Differentiated Instruction: Calculate Net
Force
377E Enrich
When the net force is greater than zero, the
object’s speed and/or direction will change.
SE/TE:
376-377 How Do Forces Affect Motion?
TE Only:
377 Quick Lab: Modeling Unbalanced Forces
377 Differentiated Instruction: Calculate Net
Force
377E Enrich
When the net force is zero, the object remains
at rest or continues to move at a constant
speed in a straight line.
SE/TE:
376-377 How Do Forces Affect Motion?
TE Only:
377 Quick Lab: Modeling Unbalanced Forces
377 Differentiated Instruction: Calculate Net
Force
377E Enrich
There are different types of potential energy.
Gravitational potential energy changes in a
system as the masses or relative positions of
objects are changed. Objects can have elastic
potential energy due to their compression or
chemical potential energy due to the nature
and arrangement of the atoms that make up
the object.
SE = Student Edition
56
SE/TE:
399 Hot Science, Potential Energy
Grade 6:
SE/TE:
224-225 Potential Energy
227 Calculating Mechanical Energy
234-235 Kinetic and Potential Energy
TE Only:
225E Enrich
235 Build Inquiry: Model Pole Vaulting
235 Quick Lab: Soaring Straws
235 Differentiated Instruction: Pole Vault
Energy
235 Differentiated Instruction: Research
Pendulums
TE = Teacher’s Edition
A Correlation of Interactive Science, Ohio Edition, ©2017 to
Ohio’s New Learning Standards for Science, Grades 6-8
Ohio’s New Learning Standards:
Science
Interactive Science ©2017
Ohio Edition, Grade 8
Physical Science Expectations for Learning: Cognitive Demands
Designing Technological/Engineering Solutions
SE/TE:
48-49 STEM Activity, Flipping the Switch
Using Science Concepts
364-365 STEM Activity, Sail Away
Demonstrating Science Knowledge
SE/TE:
48-49 Stem Activity, Flipping the Switch
364-365 STEM Activity, Do Research, Develop
Possible Solutions
385 Assess Your Knowledge
404-405 Scenario Investigation, Is the North
Pole Really the South Pole?
Interpreting and Communicating Science
Concepts
SE/TE:
376-377 Figure 2
404-405 Scenario Investigation, Is the North
Pole Really the South Pole?
409 Apply It!
Recalling Accurate Science
SE/TE:
364-365 STEM Activity, Do Research
404-405 Scenario Investigation, Procedure
417 Figure 1
418 Figure 2
SE = Student Edition
57
TE = Teacher’s Edition